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THE LIFELONG PRINCIPLE IN DEVELOPING THE CONTENTS OF PROFESSIONAL EDUCATION
D. S. Shakasimova
The idea of lifelong education appears in today’s educational and cultural context as an idea, a principle of learning, a quality in the educational process, and a condition for establishing an individual. UNESCO documents present the concept of continuity laconically: in order to meet
modern requirements education should be guided by the following fundamental ideas: democratization, continuity, flexibility... The main purpose of education is to prepare future adults for various forms of self-employment and self-education.” Its principle reflects a continuity of the main guideline to improve the education system in order to achieve educational integrity of the process and integration of all phases and stages.
In a general scientific understanding of continuity, it is the integrity of the process consisting of separate stages, each of which, being an integral part of the whole, that has some qualitative features. Thus, the concept of “continuity” records the integrity of a system consisting of individual elements. Education becomes lifelong not because people are constantly passing from one form of education to another, but because achieving a certain level of education, one may, if necessary, complement and expand it both through the public and state education system and via selfeducation. From this perspective, the lifelong character of education is in its most general form the focus of all elements of the educational system in a holistic, evolving identity. It also characterizes the succession of the content of educational activities during the transition from one kind to another, from one life stage to another person. On the one hand, continuity of education is an expression of the objectified approach to implementing the principle of continuity, which is provided by the state-public system of education: on the other hand, continuing education is a subjective human demand for education, which can be formed only under certain conditions and with the awareness of its value in society. From an organizational aspect continuity characterizes a network of educational institutions, educational programs and their relationships which necessarily and sufficiently create an educational space that provides a link and continuity of educational content that can satisfy all the many educational demands arising in society as a whole, and each person.
Let us address the concepts of “continuity” and “lifelong”. On the general methodological level, continuity is an important law governing the development of scientific knowledge that consists in the fact that previous
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knowledge is a necessary theoretical prerequisite for the emergence of new knowledge. Continuity as a methodological principle of pedagogy follows directly from the general laws of cognition. Most of the authors in their definition of “continuity” use the category "link”, "sequence”, and “continuity”. A. A. Kyveryalg considers that “under continuity in education and vocational training for youth one should understand the establishment of optimal relations between the new and old in the course of acquiring and increasing knowledge and skills of trainees at a higher level of general scientific learning, and general technical expertise and skills”. Consideration of the principle of continuity is not only limited to the disclosure of content and information, i.e. continuity in educational content. As much attention is paid by researchers to the consideration of this principle in terms of student activities that takes into account the qualitative changes in personality. A three-component pedagogical system of continuity in training was developed by A. V. Batarshev and includes: continuity in the development of the individual student (equivalent to the stimulating and motivational component of the learning process); continuity in the content of courses (equivalent to a substantial component of the learning process); and continuity in the methods, forms and training tools (corresponding to the procedural components of the learning process).
Different views on the issue of succession can be summarized by considering the continuity of general and vocational education and continuity as a necessary condition for lifelong education. This side of continuity it is explicitly stated in the National Training Program of the Republic of Uzbekistan: “The distinctive feature of the national model of training is the introduction of a nine-level secondary education, and a three-year specialized secondary and vocational education as separate steps that ensure continuity of the transition from secondary to professional education programs.”
The basis for implementation of lifelong education is the continuity of its content. The content of education is an essential condition for the development of consciousness and the development of students, since it reflects the current and future needs of society and promotes the tools of design and implementation of educational and cognitive activity.
The basis for the selection of educational content is the general principles governing the approach to its design and criteria that act as tools determine the specific content of educational material in academic subjects.
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