PRINCIPLES OF TARGETED FINANCING OF EDUCATION IN IMPROVING THE COMPETENCE OF HUMAN CAPITAL IN UZBEKISTAN

Аннотация

This article examines the concepts, types and importance of targeted funding in improving the quality of education. Foreign experience and national practice are described. It is shown that targeted funding of education has a positive effect on the quality of education, and suggestionsand conclusions are given forimproving work inthis direction. Key words:quality ofeducation, targeted funding, additional education programs. What is earmarked funding in education? In general, education around the world is mainly financed from the state budget. Funding is allocated depending on the number of students, the number of classes and the salary and seniority of teachers. The most common method around the world is per-pupil funding. However, earmarked funding is a little different, itis atype of additionalfunding to achieve aspecific goal in education. Many students have special education needs that provide targeted individualized support. By funding this support, it enables schools to respond to the additional learning needs of students. For example, in Australia, a model of additional funding for education has been developed, which is called The Resource Allocation Model (RAM for short). RAM provides earmarked funds to provide support to students who need individual support. RAMtargets thefollowing components, including: Children from refugee (status) families who have been attending Australian schools for less than threeyears;  English as an Additional Language or Dialect (EAL/D) learners in the early and advanced stages of English Language Proficiency; Students with verified disabilities in regular classrooms who require moderate or high levels ofadaptation and integration.1 For example, the following educational programs are in place to ensure that refugee children are not falling behind in academic performance and that they can quickly adapt and integrateinto school and communitylife: -support for bilingual learning; -counselor (psychologist)help; -additional English language learning and literacy support; -helping refugee studentstoactively participate in theschool community; 1Targeted funding , https://education.nsw.gov.au/public-schools/schools-funding/resource- allocation-model/targeted-funding .Lastupdated:21-Apr-2022. page163 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue06,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai -mentoring to support refugee students intheirtransition to work orfurther education.2 At this point, the question arises as to how and from where the schools get the funding to organize these educational programs. Schools will be required to include the funding in their annual strategic improvement plan and publicly request funding from the school fund. If there are not enough funds in the school fund, they should contact the educational inspectorate (district/city education department). Funding is provided as a monthly salary to teachers and specialist staff, and the teacher's additional teaching hours may not exceed two hours. The Head of School is responsible for implementing the most appropriate form of supplementary funding and the school reports annually on the progress and outcomes of supplementary education programmes, as well as the impact of supplementary funding. It will be necessary to state the opinionsand results.3 What is the purpose of this add-on? The first is to ensure equity in education by preventing the children of refugee families from falling behind in education. In addition, it is to facilitate and speed up their adaptation to society and to help them become the owner of a profession through professional knowledge. To do this, there will be mentoring, tutoring, peer support, bilingual support, vocational training, and the provision of equipment to encourage activeparticipation in school and communitylife.4 In the United States of America, we can see a lot of research and practical work on additional funding for education. In particular, researchers Henry, Fortner, and Thompson study the impact of additional funding on student achievement in the case of schools in North Carolina, USA. Researchers select the most underperforming schools in the state and receive additional funding of $250 per student and $840 per academically disadvantaged student over 2 years as part of the supplemental funding program. Using a continuous regression design and multilevel models with extensive controls, the authors found an average positive effect of additional funding of 0.133 standard deviation units on education for low-performing students. siri isestimated to be 0.098standard deviation units. It reports that the positivity effect accounts for about one-third of the difference between mean scores in high-performing and low- performingschools.5 Another exampleis the mechanism established in the US state of California, which shows the importance of additional funding to prevent e