This article examines the role of women in preschool, primary, secondary, specialized, and vocational education in Uzbekistan, focusing on the historical development of their participation in the educational sphere. Since the early 20th century, women’s involvement in teaching and educational reforms has significantly increased, contributing to improvements in academic
quality and social development. The study highlights the growing engagement of women in pedagogical activities, their influence on teaching and upbringing processes, and historical changes aimed at promoting gender equality in the education system.

This article presents an analysis of the literature on the participation of the «Family-Makhalla-Educational Institution» in the education system, as well as the work that teachers and parents can do to help students succeed. It is also argued that the cooperation of the school, family and society is a multifaceted concept of school education. The article highlights the important role of cooperation between school, family and society, and highlights the important factors of the national education reform. To improve the cooperation of family, school and society in school social work, scientists express their opinion on the importance of the profession of «social workers». The traditional role of school social work involves the collaboration of family,
school and community as schools and communities work together to meet the educational, social, psychological development
needs of young people. The article also examines the experience of Finland and Switzerland, where more than 50 countries have introduced social work in schools to ensure family, school and community cooperation in school education.