Introduction into the course of “methodology of teaching special subjects”

Table 1. The types of evaluation

• Self-evaluation and Peer-evaluation (learners and teachers)
• Evaluation of the quality of the subject/module (learners and teachers).
• Evaluation of the educational program quality (learners, teachers, internal monitoring committee).
• Internal monitoring committee for teaching process evaluation.

• Governor-evaluation Individuals and parents‘ evaluation Stakeholders‘ evaluation

Internal evaluation

External evaluation

4. The Uzbek model of education and measures of entering into international educational space

• In Uzbekistan the multistage model of FLT has been worked out on the basis of continuity and succession of foreign language aptitudes (National Program for Personnel Training, 1997).
• Such continuity and succession is well-known as a multilevel model of FLT in different national contexts. Taking into consideration the international standards, and localization of FLT materials, the domestic multistage model of continuous and successive FLT has been created and it includes the following language levels (See: State Educational Standards of the Continuous Educational System of the Republic of Uzbekistan, 2013: 5) given in the Table 2.

Educational stage	Stages	Levels according to CEFR
Primary and secondary education	1-4 forms at schools	A 1
	5-9 forms at scholls	A2
	Language-oriented schools	A2+
Specialized secondary education	Academic lyceum 1-3 courses	B 1 B 1+
	Vocational colleges
	Language-oriented academic lyceums
Higher education	Bachelor‘s degree at non-linguistic institutes and universities	B 2
	Master‘s degree at non-linguistic institutes and universities
	The second language at Bachelor‘s and Master‘s degree institutions and universities
	Bachelor‘s degree at linguistic institutes and universities	C 1 C 1+
	Master‘s degree at linguistic institutes and universities
	Ph. D. degree at the institution of senior scientific personnel and researches.

The CEFR levels and descriptors are adapted to 24 the national context of Uzbekistan and, the general aim and objectives are defined for each stage. The content and requirements to the communicative competences are described at each stage of FLT (See: State Educational Standards of the Continuous Educational System of the Republic of Uzbekistan, 2013:4-33). The sample of the content and requirements to the level of language proficiency of MA students you can see in Appendix. The Uzbek model of education presupposes the localization of FL teaching and learning materials. In our conditions we use various FLT materials published by native authors and foreign ones. As the analysis shows, the developed materials not always reflect the national context of Uzbekistan which leads to the emerge of challenges and gaps in the teaching process. In this case we need to localize the FLT materials. By the localization of the FLT materials we understand the relevant contexts and the balance between local and foreign cultural concepts and images which can naturally serve for the better in the sense of the language acquisition. So, the new model of education requires the creation of new curricula, syllabi and course-books, so that to balance the local and foreign contexts to provide the opportunity for teachers to explain non-native cultural items using localized content and context.
Thus, the Uzbek model meets international standards and gives great perspectives for FL learners and teachers. This model has been developed for a long time of education. Reformation touched upon especially the higher education.
What is the specificity of the Uzbek model of education?
Why has the CEFR standard been taken as the basis of FLT in Uzbekistan?
What achievements do we have thanks to implementation of new State educational standards?