O‘ZBEKISTONDA MASOFAVIY TA’LIM PLATFORMALARINING RAQAMLI YETUKLIK DARAJASINI BAHOLASH MODELI
Keywords:
masofaviy ta’lim, raqamli yetuklik, yetuklik modeli, LMS platforma, ko‘p mezonli baholash, integral indeks, kompensatsiyalanmaydigan agregatlash, oliy ta’lim, ta’lim sifati monitoringi, O‘zbekiston.Abstract
O‘zbekiston oliy ta’lim tizimida masofaviy ta’lim shakli qisqa muddat ichida keng miqyosda joriy etildi: 2025-yil yakunlariga ko‘ra masofaviy ta’lim dasturlarini amalga oshiruvchi oliy ta’lim muassasalari soni 21 tadan 52 taga yetdi, sirtqi ta’lim shakliga qabul esa 2025/2026-o‘quv yilidan boshlab to‘xtatildi. Bunday jadal ekspansiya sharoitida masofaviy ta’lim platformalarining holatini nafaqat me’yoriy talablarga muvofiqlik («bor – yo‘q») nuqtai nazaridan, balki rivojlanganlik darajasi sifatida o‘lchash zaruriyati yuzaga keldi. Tadqiqotning maqsadi – masofaviy ta’lim platformalarining raqamli yetuklik darajasini baholashning ko‘p o‘lchovli modelini ishlab chiqish va uni metodologik jihatdan asoslashdan iborat. Tadqiqot Design Science Research paradigmasi hamda yetuklik modellarini ishlab chiqishning protsedura modeli asosida bajarildi; xalqaro yetuklik modellari (eMM, DigCompOrg, DMFHEI, HELA-CMM) tahlili milliy me’yoriy hujjatlarning – Vazirlar Mahkamasining 2022-yil 3-oktabrdagi 559-son qarori bilan tasdiqlangan Nizom va O‘zDSt 36.2030 standartining – mazmuniy tahlili bilan uyg‘unlashtirildi. Natijada olti o‘lchov va 36 indikatordan tashkil topgan RY-MTP modeli, besh pog‘onali yetuklik shkalasi hamda ikki komponentli integral indeks (RYI) taklif etildi. Indeks kompensatsiyalanuvchi (vaznli arifmetik) va kompensatsiyalanmaydigan (vaznli geometrik) agregatlash usullarini birlashtiradi, muvozanat koeffitsiyenti (B) hamda «cheklovchi o‘lchov»ni aniqlaydi. Shartli profillar asosidagi verifikatsiya faqat additiv agregatlash platforma yetukligini oshirib ko‘rsatishini va reyting tartibini buzishini ko‘rsatdi: texnologik jihatdan kuchli, ammo pedagogik va tahliliy jihatdan zaif profil additiv indeks bo‘yicha birinchi o‘rinni egallagan holda, birlashtirilgan indeks bo‘yicha muvozanatli profildan pastga tushdi. Vaznlarni ±20 foizga o‘zgartirish va teng vaznlar sxemasi xulosani o‘zgartirmadi, ya’ni model vazn noaniqligiga chidamli. Taklif etilgan model oliy ta’lim muassasalari uchun investitsiya ustuvorliklarini asoslash, vazirlik va sifat nazorati organlari uchun esa benchmarking hamda maqsadli monitoring vositasi sifatida qo‘llanilishi mumkin.
Downloads
References
1. O‘zbekiston Respublikasi Prezidentining 2019-yil 8-oktabrdagi PF-5847-son «O‘zbekiston Respublikasi oliy ta’lim tizimini 2030-yilgacha rivojlantirish konsepsiyasini tasdiqlash to‘g‘risida»gi Farmoni // Qonunchilik ma’lumotlari milliy bazasi. – URL: https://lex.uz/docs/-4545884
2. O‘zbekiston Respublikasi Prezidentining 2020-yil 5-oktabrdagi PF-6079-son «Raqamli O‘zbekiston – 2030» strategiyasini tasdiqlash va uni samarali amalga oshirish chora-tadbirlari to‘g‘risida»gi Farmoni // Qonunchilik ma’lumotlari milliy bazasi.
3. O‘zbekiston Respublikasi Prezidentining 2022-yil 15-iyundagi PQ-279-son «Davlat oliy ta’lim muassasalariga o‘qishga qabul qilish jarayonlarini tashkil etish to‘g‘risida»gi qarori // Qonunchilik ma’lumotlari milliy bazasi.
4. O‘zbekiston Respublikasi Vazirlar Mahkamasining 2022-yil 3-oktabrdagi 559-son «Oliy ta’lim tashkilotlarida masofaviy ta’lim shaklini joriy etish chora-tadbirlari to‘g‘risida»gi qarori. Ilova: Oliy ta’lim tashkilotlarida masofaviy ta’limni tashkil etish tartibi to‘g‘risida nizom // Qonunchilik ma’lumotlari milliy bazasi, 04.10.2022-y., 09/22/559/0884-son. – URL: https://lex.uz/docs/-6221502
5. O‘zbekiston Respublikasi Vazirlar Mahkamasining 2025-yil 13-sentabrdagi 578-son «Oliy ta’lim tashkilotlariga o‘qishga qabul qilish jarayonlarini tartibga soluvchi normativ-huquqiy hujjatlarni tasdiqlash to‘g‘risida»gi qarori. – URL: https://lex.uz/docs/-7726569
6. O‘zDSt 36.2030. «Elektron ta’lim» milliy tizimiga kiritiladigan elektron metodik komplekslar va boshqa ta’lim resurslariga yagona talablar. – Toshkent: O‘zstandart agentligi.
7. ISO/IEC 27001:2022. Information security, cybersecurity and privacy protection – Information security management systems – Requirements. – Geneva: ISO, 2022.
8. Al-Ali M., Marks A. A digital maturity model for the education enterprise // Perspectives: Policy and Practice in Higher Education. – 2022. – Vol. 26, No. 2. – P. 47–58.
9. Becker J., Knackstedt R., Pöppelbuß J. Developing Maturity Models for IT Management – A Procedure Model and its Application // Business & Information Systems Engineering. – 2009. – Vol. 1, No. 3. – P. 213–222.
10. Bravo-Jaico J., Maquen-Niño G.L.E., Germán N., Valdivia C., Alarcón R., Aquino J., Serquén O. Assessing digital transformation maturity in higher education institutions: a correlational analysis by actors and dimensions // Frontiers in Computer Science. – 2025. – Vol. 7. – Art. 1549262.
11. Cronbach L.J. Coefficient alpha and the internal structure of tests // Psychometrika. – 1951. – Vol. 16, No. 3. – P. 297–334.
12. De Bruin T., Rosemann M., Freeze R., Kulkarni U. Understanding the main phases of developing a maturity assessment model // Proceedings of the 16th Australasian Conference on Information Systems (ACIS 2005). – Sydney, 2005.
13. Digital Transformation Maturity Model for Higher Education Institutions: A Qualitative Analysis of Assessment Frameworks // Proceedings of the 14th International Conference on Advances in Information Technology (IAIT). – New York: ACM, 2025. – DOI: 10.1145/3816713.3816714
14. Đurek V., Begičević Ređep N., Divjak B. Digital Maturity Framework for Higher Education Institutions // Proceedings of the 28th Central European Conference on Information and Intelligent Systems (CECIIS) / Eds. V. Strahonja, V. Kirinić. – Varaždin: University of Zagreb, Faculty of Organization and Informatics, 2017. – P. 99–106.
15. Đurek V., Kadoić N., Begičević Ređep N. Assessing the digital maturity level of higher education institutions // 41st International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). – IEEE, 2018. – P. 671–676. – DOI: 10.23919/MIPRO.2018.8400126
16. Fernández Martínez A., Llorens Largo F., Molina-Carmona R. Digital maturity model for universities (MD4U). – Alicante: Universidad de Alicante, 2019.
17. Hevner A.R., March S.T., Park J., Ram S. Design science in information systems research // MIS Quarterly. – 2004. – Vol. 28, No. 1. – P. 75–105.
18. Kampylis P., Punie Y., Devine J. Promoting Effective Digital-Age Learning – A European Framework for Digitally-Competent Educational Organisations (DigCompOrg). EUR 27599 EN. – Luxembourg: Publications Office of the European Union, 2015. – DOI: 10.2791/54070
19. Kendall M.G., Babington Smith B. The problem of m rankings // The Annals of Mathematical Statistics. – 1939. – Vol. 10, No. 3. – P. 275–287.
20. Lawshe C.H. A quantitative approach to content validity // Personnel Psychology. – 1975. – Vol. 28, No. 4. – P. 563–575.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
License Terms of our Journal
