Community Organizations Sharipova Gulruhsor Nurqabilova

Аннотация

This article analyzes the theoretical and practical aspects of organizing and improving cooperation between preschool educational institutions (PEIs) and community organizations. Drawing upon academic sources, it highlights the importance of the participation of families, mahallas (neighborhood communities), and non- governmental organizations (NGOs) in preschool education. Based on both international and local experiences, the main forms of cooperation, their outcomes, and future prospects are discussed. The current situation, opportunities, and challenges in Uzbekistan are examined, and concrete recommendations are proposed for enhancing collaboration between preschool institutions and community organizations. Keywords: Preschool education, community participation, family, mahalla, non-governmental organizations, public-private partnership, education quality, Uzbekistan. be implemented in Uzbekistan. This, in turn, will Introduction: In the current era, enhancing public contribute to improving the efficiency of the preschool participation in the activities of preschool educational education system and ensuring the sustainable institutions has become critically important for development of society within the continuous improving the quality of child upbringing and education system. education. In developing mutual cooperation between preschool educational institutions and community Ensuring the participation of families, mahallas, and the organizations, it is necessary to extensively utilize the community in the process of preschool education and potential of families, neighborhood communities upbringing for the comprehensive development of the (mahallas), and non-governmental non-profit child is a pressing issue today. Global studies show that organizations. In this regard, a comprehensive analysis collaboration between parents and educators of foreign and local experiences, the study of their increases the effectiveness of child upbringing. For effective aspects, and their adaptation to the context example, as Tarugashvili (2024) emphasizes, “a child is of Uzbekistan are considered among the pressing tasks. shaped in two environments—the family and the Developing mechanisms to improve partnership kindergarten; therefore, the parties responsible for the relations between preschool institutions and the child's upbringing must work collaboratively, community for the comprehensive development of complementing and supporting each other, which children is a significant scientific and practical task of serves the child’s well-being.” Wider community today. Therefore, this article provides a broad analysis participation is also important for the child’s of the pedagogical, social, and managerial aspects of socialization. For instance, a study conducted in Hong this cooperation and, based on existing academic Kong notes that as a result of the family-school-mahalla sources, regulatory legal documents, and advanced community partnership, social capital is being formed foreign practices, formulates viable proposals that may among children that is “connecting, integrating, and American Journal Of Social Sciences And Humanity Research 95 https://theusajournals.com/index.php/ajsshr American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141) linking with higher-level authorities.” Thus, in order to infrastructure in both urban and rural preschools was ensure the holistic development of the child, preschool improved, while UNICEF provided technical assistance institutions must possess mechanisms for working not in introducing innovative approaches. UNESCO has only with parents, but also jointly with mahallas and recognized Uzbekistan’s efforts in developing relevant community organizations. preschool education, highlighting the World Conference on Early Childhood Care and Education In recent years, as a result of reforms in the preschool held in Tashkent in 2022 as a major milestone. The education system of Uzbekistan, the coverage of Tashkent Declaration, adopted at the conclusion of this children in preschool education has increased conference, outlined a global strategy for the significantly. According to UNESCO data, the coverage development of preschool education through 2030. of preschool education in 2017 was 27%, whereas by Moreover, international organizations recommend 2023 it had reached 70%. In particular, in 2015, 634,000 implementing innovative solutions in collaboration children were enrolled in preschool education, with communities to improve the quality of education whereas by 2022 this figure had reached almost 2 and ensure inclusion for all children—including those million—indicating a 39% increase in coverage over the with disabilities, girls, and children in rural areas. past five years. State policy and international Examples of such strategies include engaging parents cooperation have played a crucial role in achieving such and mahalla communities in the educational process, large-s