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Khasanova Gulsanam Khusanovna, senior teacher, of Andijan retraining public education personnel and in-service training regional center under Andijan state university, Uzbekistan E-mail: kuzinka1982@bk.ru
ESSENTIAL FEATURES OF VOCATIONAL EDUCATION SYSTEMS IN UZBEKISTAN AND JAPAN
Abstract: This work is dedicated to one of the most pressing issues of today - the study of the formation and development of the Uzbek and Japanese vocational education, study and comparison of experience the functioning of educational systems, which focused on education of physically and spiritually developed generation. In recent years, there has been a rising global need to train and educate certain number of workers to possess high quality, relevant vocational skills which leads to an enormous increase in the demand for vocational education and training. The article analyzes and compare the competitiveness of vocational system of Uzbekistan and Japan qualitatively and quantitatively and then gives some suggestions on Uzbekistan's vocational education development.
Keywords: openness, continuous education, international standards, intellectual potential, distinguishing features, further perfection.
One of the driving forces of progress in any field of human activity and knowledge is the synthesis of the accumulated world experience. In the context of the reform of the education system in our country, the study and analysis of the trends in the development of education abroad is becoming vital importance. As is known, democratization processes are currently taking place in education systems in the leading countries of the world. Its essential feature is the openness, continuity of all its stages. The theoretical basis of the principle of continuity in the education system is the concept of continuous education. Nowadays the world community determines the content of the new education, the newest technologies of education are developed and introduced, and the educational process is constantly being improved. This is facilitated by many important factors: the ever-increasing volume of knowledge, skills and abilities necessary for students, the experience of educational institutions in different countries. In addition, world education must correspond to a new level of production, science, culture. So, the renewal of the education system is an actual, inevitable task. Education is one of the decisive values of life. The desire for education is determined not only by the desire to acquire knowledge as a guarantor of the extraction of material
goods, but also by the awareness of the need for a broad culture. Therefore, we can say that a comparative analysis of different education systems and the identification of specific approaches to the content of education make it possible to identify the prerequisites and trends in the formation of a single educational space. Issues of development vocational education depend largely on the study of the world experience. The educational system of each country has its own specifics, expressed in actual goals and objectives, methods and forms of training of students, the material basis of features, the system of selection and training of students, staff and others. The world experience of training is useful to study all regardless of the level of material welfare of the population, social and economic development of the country.
In Uzbekistan, people under the age of 30 comprise approximately 60% of the total population. The essence of educational reform in Uzbekistan is to preserve the present intellectual potential of the educational system and to modify our goals and activities in order to develop individuals who are capable to build and to live in a democratic civil society and a free market economy. Therefore, one of our main goals is to educate and train a healthy generation, both physically and mentally.
Considering the principals and experiences of developed countries of the world, Uzbekistan has recognized its main direction of educational development. They include the following [5]:
- Modification and further perfection of the education and socialization content;
- Development of new school, curricula and textbooks;
- Stress on individual ability and talent;
- Vocational and professional development in accordance with changing economic needs;
- Integrating Uzbekistan with world educational standards.
We realize one of the main results to accomplishing educational reform is changing the thinking and mentality of our people and society. It is of great importance. At the same time we understand that by striving to create a new education system according to the world international standards, we will achieve success not only in our country, but we might by sharing our knowledge and experience with developing countries and add our contribution to the world educational system.
Analysis of international experience is becoming the most important resource of modernization of vocational training. The modern system ofeducation can be estimated from the index level of education in the countries of the world (Education Index), the combined index ofthe United Nations Development Programme (UNDP), is calculated as the adult literacy index and population index combined percentage ofstudents receiving education. It is considered that developed countries should have a minimum index of 0.8, although they had a rate of 0.9 or higher in the vast majority. Of the 187 countries participating in the ranking, the educational index in Uzbekistan is 0.651 (93th place), for Japan, it was 0.808 (26th place), (the maximum in Australia - 0.927 minimum in Niger -0.198). According to these data, Japan refers to the high country levels of literacy [9]. Education in the country is traditionally a prerogative ofthe state, which has not lost its social significance to this day.
Analysis of the dynamics of change quantitative and organizational forms ofvocational education of Uzbekistan, by the nature of its development can be roughly defined into following [4, P. 57]:
1. Unstable (origin and formation of the national vocational education as the education system) - 19241940 years;
2. Mobilization (military and post-war period) -1941-1959 years;
3. Evolutionary (monotonic development) - 19601980 years;
4. The pre-crisis (spasmodic development) -19811986 years;
5. Crisis (qualitative changes in development) -1987-1990 years;
6. Adaptation (stabilization and gradual exit from the crisis) - 1991-1996 years;
7. A new development (implementation of the national model of education) -1997-2017 years.
One of the distinguishing features of the National model of training is to introduce separate types of education. It was created a new type of educational institutions: academic lyceums and professional colleges, offering the possibility of mastering one or more modern professions and the acquisition-depth theoretical knowledge in different academic disciplines. The choice of the institution of a particular type is free. Moreover, both college high schools gives the right to go on their education in the subsequent education levels [7, P. 65].
As can be seen the main feature of this model - is the continuity of education. That is, a person has the opportunity to acquire knowledge, skills and qualifications throughout his life. This program creates an effective mechanism for the educational system, which has as its main components present respect for the individual, the disclosure of abilities and creativity; the formation of free-thinking man, his moral, physical and spiritual development; progressive training, acquisition of professional skills and a complete personal fulfillment in life. A perfect system of continuous education based on the modern economy, science, culture, engineering and technology is a fundamental precondition for the country's development. This system ensures formation of the new generation of human resources that will be capable of identifying long term objective and effectively achieve them; generation that shows high standards of general culture and professional skills; people that are creative, socially active and able to, independently, appreciate social and political landscape [6, P. 6].
The main objective of the policy of the Japanese government in the field of education was the education and training of creative, original thinking, harmonious and spiritually rich personality, able to operate in a variety
of consolidated public and state structures. In Japan, the first education reform, laid the foundations of its modern appearance, began with the adoption in 1872 of the Basic Education Act. The new system of education, non-estate introduces compulsory training should contribute to the emancipation of the will and initiative of the people, the acceleration of the modernization of Japanese society, as well as - the achievement of proclaimed aim- "enrichment and strengthening of the country [2]."
The history of education can be divided into the following five periods [3, P. 290]:
1. Period base (1868-1885). It was founded the original body education. In June of 1871, it was created the Ministry of Education. In 1872, the Meiji government developed a plan to reform modern school system on a national scale and in August declared the Education Act. The main objectives of this law are:
- Education should ensure the successful advancement of the person on the social ladder;
- Schools function is to instill patriotic feelings of every person;
- All Japanese should learn practical science that ultimately will benefit society and help build a modern state.
2. The period of consolidation (1886-1916). There have been published various law school, established systematic educational structure. In 1885, it was founded cabinet system, was developed the basis for the school system the following periods. None of its maj or part is not self-sufficient. All components of the system - primary, secondary, vocational, university education - are interconnected. It has formed an educational system that combines loyalty to the monarch with a commitment to free scientific research necessary for the successful establishment and rapid development ofJapan as a modern state.
3. The period of expansion (1917-1936). The educational system was based on the recommendations of the Extraordinary Board of Education (1917-1919).
4. Warperiod (1937-1945). The peak ofmilitaristic education. By the early 1930s, in fact the whole process of training and education was controlled by the government. The Ministry of Education, local committees were under the direct control of the Ministry of the Interior, which controlled the whole nation.
5. The modern period (1945 - today). Educational reforms during the Union occupation. The main objective pursued by the occupation authorities, was democratiza-
tion, and demilitarization and decentralization ofJapanese society. "Prewar militaristic education was abolished and a new system of education, based on the peaceful democratic tradition has been formed". Much attention was paid to pre-school education in Japan, because according to psychologists, to seven years a person receives 70% of knowledge and only 30% - for the rest of his life [3, P. 291].
If a few centuries ago, Japan was a-closed country, now it is a powerful state open to the world. That the educational system, which operates in Japan now, developed in 1947 and has undergone during its existence a few reforms, becoming one of the leading in the world. Japanese education system combines the features of the British, American and French educational systems. The education system in Japan in many ways is similar to the education of other western developed countries. Despite that, Japan is characterized by certain features of the education system, which make the country attractive for many people [1, P. 165].
The Japanese educational system achieves amazing results, which are the fruit of the joint efforts of parents, students and teachers. The Japanese education system encourages students to the successful acquisition of knowledge as taught effective methods of development of the material creates a conducive learning atmosphere of the work, helping the integrated education of the individual, directs high school graduates to choose a profession [8]. Japan has a well-developed educational system in which the structure and function has in common with many industrialized countries. However, it is possible to identify some characteristics that are particular to the Japanese system. Professional Education in Diverse Fields to Respond to the Industrial Needs. In contrast to universities and junior colleges, which focus on the theoretic studies, professional training colleges aim is to give useful education in practice. Responding to the needs of the industries, they have established wide-ringed courses. There are quite a few fields where human resource development largely depends on the professional training colleges. The line-up of their curriculums is centered on experiments and practical trainings, and the instructors are well experienced in the real business world. Education for Variety of Professional Qualifications is the Main Pillar. Japanese society is based on "qualifications" and there are a large number of professional qualifications in Japan. Also, the number ofvarious official examinations, which have been
established in order to upgrade. Since professional training colleges aim to respond to the industrial needs, obtaining these qualifications or passing the examinations are one of their main goals. The ministry of labor runs a system of skills tests through its training centers, these are intended to assist the entry of trainees into the labor market, or to support job changes. These examinations are very demanding, and employees are generally expected to invest their own time in preparing for them.
In conclusion, I would like to mention that the country is doing everything possible to ensure that
our children formed a comprehensively developed personalities, able to adapt to life in modern fast-changing society, become worthy citizens of their country, conscious of its responsibility to society, family and government, capable to put and solve new challenges and to adequately continue the deeds of their fathers. As consistently pointed by our President, "In the center of the aspirations of each of us is the dream to raise our children physically and spiritually healthy, nothing and no one is inferior, to see their happiness and prosperous future".
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