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8ЭКОНОМИЧЕСКИЕ НАУКИ (ECONOMIC SCIENCE)
УДК 37
Nizamov A.B.
Doctor of Economical Sciences, Professor of Bukhara Engineering and Technical Institute (Uzbekistan)
Gafurova Sh.K.
Master student of Bukhara Engineering and Technical Institute (Uzbekistan)
DIRECTIONS OF THE COOPERATION DEVELOPMENT
OF THE HIGHER EDUCATION AND INNOVATED VOCATIONAL TRAINING SYSTEM AT A NEW STAGE
Abstract: this article presents the analyzes of research to determine the directions, mechanisms of implementation and content of integration cooperation between higher education and the new system of vocational education at a new stage of their development based on the investigation of factors that hinder and support this cooperation.
Keywords: higher education, professional education, integration, continuing education, factors of cooperation
Strengthening competitiveness in the context of modernization of the economy, the further development of market relations, the rapid introduction of new techniques and advanced technologies in production, increase in demand for qualified specialists in line with changes in society, which in turn requires the training of highly qualified specialists. Nowadays raising the level of higher and secondary special education to the level of world standards, determining the demand and needs for specialties in the national economy based on scientific analysis and rational use of foreign experience is one most important problem in the field of education.
In this regard, under the leadership of the President of Uzbekistan, great attention is paid to reforming today's higher and vocational education, further improving its pedagogical, educational and enlightenment links, dramatically increasing the attractiveness of our educational institutions in the market of educational services. In particular, the Decree of the President of the Republic of Uzbekistan "About measures to radically improve the system of general secondary, secondary special and vocational education" dated on January 25, 2018 laid the foundation for the creation of a new network of vocational education institutions. According to it, educational institutions in the system of vocational education are divided into three categories:
The first is a network of educational institutions operating in conjunction with the bachelor's degree in higher education, which is proposed for the first time in the practice of Uzbekistan (associate degree, 2-year educational program);
The second is the so-called "vocational center" abroad, which trains skilled workers and service professionals;
The third category is institutions that provide knowledge and skills focused on entrepreneurial activities (land business), which are mainly relevant in rural areas.
Table 1.
Current and new educational system in Uzbekistan
IECS Current system New educational system
IECS- 8 Doctorate Doctorate
IECS- 7 Magistracy Magistracy
IECS- 6 Bachelor's degree Bachelor's degree
IECS- 5 Secondary special vocational education system (technical school)
IECS- 4 Secondary vocational education (college)
IECS- 3 Secondary special, vocational education Primary vocational education (vocational school)
IECS- 2 General secondary education General secondary education
IECS- 1 Primary education Primary education
IECS- 0 Preschool education Education of young children
Obviously, the establishment of these educational institutions will be carried out with the support of higher education institutions in the region. However, the current challenges facing both professional and higher education institutions under reform limit the use of previous forms and methods of cooperation. Therefore, it is important to identify new areas of cooperation, the mechanism and form of their implementation.
Research method
In order to identify ways to develop integrated cooperation between higher education and vocational schools, colleges, technical schools, it is necessary to study the factors influencing it. Therefore, we conducted questionnaires to identify the factors that hinder and support the development of integrated cooperation in educational institutions, to study their level of impact. 75 professors and teachers took part in the survey. Fifty of the participants are teachers and heads of newly established vocational schools, colleges and technical schools, and 25 are professors of the Bukhara Institute of Engineering and Technology. The professors and teachers who participated in the survey have more than 5 years of pedagogical experience and extensive experience in the field of education, of which 11 are professors and associate professors with academic degrees and degrees, 64 are senior teachers and lecturers. Respondents were provided with two questionnaires. The questionnaire consists of 28 questions aimed at identifying factors that hinder the development of integrated cooperation and to identify factors, opportunities, conditions that support cooperation. The questions in the survey include factors in three areas:
1. Economic factors.
2. Organizational factors.
3. Psychological factors. Research and discussion of results
The survey was conducted on-line considering the pandemic conditions. The factors was analyzed separately by the HEI and VTC (vocational training center)
Table 2.
Comparative analysis of factors hindering the development of integrated cooperation between institutions of higher education and the new vocational
education system
Significance assessment Factors from the point of view of the HEI Factors from the point of view of the VTC
1 Lack of appropriate material and technical base for joint training and laboratory classes Lack of appropriate material and technical base for joint training and laboratory classes
2 Lack of a clear and regulated plan Lack of organization of various clubs and courses for college students in higher education institutions
3 Impossibility to implement jointly developed educational and methodological developments Lack of a clear and regulated plan
4 The practices are not co-organized Impossibility to implement jointly developed educational and regulatory documents
5 Uncertainty of material interest for cooperation Lack of joint master classes of higher educational and vocational education teachers
6 Lack of a mechanism for the exchange of experience with teachers of higher education and vocational education on teaching using modern pedagogical methods Reluctance to work collaboratively in a renewed vocational education system
7 Non-use of joint training laboratories and workshops Lack of practical skills of HE teachers
8 Lack of organization of various clubs and courses for college students in higher education institutions Lack of information on foreign educational experience on the integration of higher education and vocational education institutes
9 Indifference to the development of integrated cooperation between HEI and VTC Fear of losing the existing comfort, trying not to disturb your own peace
10 The reluctance of college teachers to participate in researchs of HEI Lack of development of "teacher-student" tradition between university professors and college teachers
Most of the highly rated factors are economic (1,5,7,8 places) and organizational (2,3,4,6 places), while psychological factors are on 9, 10 places.
In the point of view of both parties, the factor of "lack of appropriate material and technical base for joint training and laboratory training" is on the first place . "Lack of a clear and regulated plan" ranks 2nd in terms of HEIs, 3rd place in terms of VTC.
Interestingly, the factor of "Uncertainty of material benefits for cooperation" was ranked 5th by institute staff, while this factor was less important by VTC teachers (24th place). However, in their opinion, "the lack of joint master classes by teachers of universities and colleges" took 5th place. Similarly, in terms of HEIs, the lack of a mechanism for exchanging experience between HEIs and VTC teachers in teaching using modern pedagogical methods is in 6th place, while in terms of VTC, the lack of practical skills of HEI teachers is 7th. Such an assessment of the factors indicates the existence of shortcomings in the organizational sphere as well.
In terms of psychological factors, by the institute representatives, it is defined as "Indifference to the development of integrated cooperation between HEI and VTC" (9th place) and " The reluctance of college teachers to participate in researchs of HEI"
(10th place). From the point of view of VTC representatives, the factors of "Reluctance to work collaboratively in a renewed vocational education system" (6th place) and "Fear of losing the existing comfort, trying not to disturb your own peace" (9th place) were recognized.
Factors supporting the development of integrated cooperation between institutions of higher education and the new vocational education system were also analyzed.
The analysis shows that in terms of supporting integrated cooperation, in the eyes of HEIs and VTC representatives, there are completely different factors from the top ten, in addition to the factor "the existence of an environment conducive to cooperation between HEIs and VTC." This situation is explained by the fact that the supporting factors in HEIs naturally differ from the factors in VTCs. In the eyes of the institute, most organizational factors were identified as important , while only two factors were economic and psychological. In terms of vocational training representatives organizational factors are the majority. In their view, economic factors are not of great importance, but psychological factors have a significant supportive effect. Therefore, it is necessary for the leaders of VTCs to show personal initiative and take measures to focus the team environment on the development of cooperation. It should be noted that the factors related to scientific activity in the VTC further stimulate cooperation with the university. Indeed, the scientific field can be one of the main directions in the development of integrated cooperation and expand opportunities. This requires the support of the leadership of both parties.
Conclusion
1. Establishment of a complex of higher and vocational education with technical schools in order to develop integrated cooperation with higher and new vocational education institutions in the context of modernization of the economy and jointly meet the needs of the region in professional staff. At the same time, the higher education institution carries out all the work from the formation of quotas for admission to the technical school to the process of employment of specialists (enrollment of
students, educational and methodological support, organization of the educational process, involvement and capacity building of teachers, workshops and coordinates the effective use of laboratories, the organization of internships, the development of scientific and innovative activities, etc.) and provides continuing education.
2. As a regional education cluster, create a "Future Contemplation Cluster" that covers all types of education (from pre-school education to higher and postgraduate education), fosters creativity and encourages creative thinking. At the same time, strengthen cooperation with colleges and vocational schools through the creation of a regional program within the international network "World Skills".
REFERENCES:
The 5313 th Decree of the President of the Republic of Uzbekistan "About measures to radically improve the system of general secondary, secondary special and vocational education" dated on January 25, 2018
Nizamov A.B. Олий таълим муассасаларида инновацион фаолиятни ривожлантиришнинг долзарб масалалари. Collection of scientific articles and abstracts of the Republican scientific-practical conference on the topic "Минтакани ижтимоий-иктисодий ривожлантиришда инновацион фаолият назарияси ва амалиёти" Bukhara, 2018. 16-19 pp.
Ostapenko T.I. Процессы интеграции в учреждениях среднего профессионального образования. Известия Самарского научного центра Российской академии наук, т. 14, №2(2), 2012.
