ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
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EDUCATIONAL CLUSTERS – NEW OPPORTUNITIES FOR
PROFESSIONAL DEVELOPMENT OF TEACHERS.
Umirjonova Marjonabonu Jaxongir qizi
https://doi.org/10.5281/zenodo.13912301
Abstract
: The contemporary reality of societal development poses new
challenges for education. Education must be synchronized with the needs of
society and innovative development promotes the emergence of new structures.
Educational clusters are comparatively new and one of the less researched
phenomenon in pedagogical science. The goal of the current inquiry is to present
the outcomes of a practical experience with a functioning educational cluster
related to the qualification of teachers in Uzbekistan. The article examines the
formation of educational clusters as a catalyst for innovative policies and
practices in the education of teacher teachers. it looks at the types of educational
clusters, and suggests a structure of an educational cluster for continuing
teacher training and qualification, based on experience of the department for
information and in-service teacher training
Keywords:
educational clusters, teacher qualification, innovations.
Educational clusters are a relatively new and poorly studied phenomenon in
pedagogical science. they arise in response to the modern needs of society and,
in particular, education. education should meet these requirements and prepare
students, university professors and teachers for the implementation of a modern
educational process. increasingly globalized world and the rapid development of
technology are a new challenge for education, which should, on the one hand,
include innovative technologies in training, and on the other, meet the needs and
thinking of modern students. Universities there and schools find it difficult to
meet all these challenges. It is necessary to integrate institutions interested in
the development of education. this opportunity is provided by clusters, and
more specifically, educational clusters.
The essence and specifics of educational clusters.
About the concept of "cluster" global globalization and the rapid development of
technology leads to changes in all spheres of life, including management. The
emergence of clusters is one of the solutions to a number of problems that arise
in this regard at various levels - global, national and regional. one of the most
prominent researchers of clusters and the cluster approach is Maykl Porter. it
defines clusters as "a geographically connected concentration of similar,
interconnected, complementary firms, active channels for business
relationships, communication and dialogue, which share a common specialized
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infrastructure, labor markets and services, and which share common
development opportunities and risks"; as "a closely located group of companies
that are united in a single business environment. in a certain area and similar
mutual additions" (porter, 2004). Taking into account this study, we can outline
the following main characteristics of the cluster:
• the main goal of the cluster is to increase efficiency and strengthen the national
markets, as well as the possibility of breaking into foreign markets.
* The efficiency of a cluster does not depend directly on the number of its
members.
The advantages of a cluster are related to the possibility of combining and
partnering in the network and from the synergistic effect in it.
* clusters include firms (manufacturers, customers, suppliers, firms from
different sectors) and organizations with a supportive function (training and
professional development, innovation, advertising and presentation
organization, research, administration, etc
• relationships in the cluster are based on cooperation and mutual obligations in
a market economy.
* The cluster provides an opportunity for various institutions to participate in
the economic development of the regions. there are several types of clusters:
- objects of traditional industries that focus on the development of the industry
and in which intensive development is expected in the future;
- temporary alliances created to achieve "critical mass" in the development of
projects that would not be available to individual firms. This can be a form of
consortia for joint scientific and applied projects, joint development of new
products and services, etc.
- agreements between mutually related enterprises with less strategic
significance, implemented through intermediaries (for example, through
chambers of industry), which set themselves the goal
of sharing resources in different areas: common promotion of export strategies,
joint training activities, provision of common equipment or logistics,
development of common strategies for purchasing materials and raw materials,
etc.
Educational clusters
The concept of "educational cluster" is relatively new in cluster theory a
prerequisite for its development is the need to introduce and transfer innovative
technologies to all spheres of life.
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A theoretical analysis of the scientific literature gives us grounds to accept the
definition of E. I. Chuchkalova and O. G. Mosunova: an educational cluster is "a
set of educational institutions, research organizations, economic entities, and
state bodies located on the same territory, connected horizontally and vertically,
which are legally formed, operate in the field of education,and are not connected
to the state." to achieve a common goal based on the individual goals of
individual participants" (Chuchkalova & Mosonova, 2012) educational clusters
are created with the aim of increasing the competitiveness of each cluster
member, innovative development, raising funds for the formation of additional
financial support for the educational process, equipping classrooms and modern
laboratories, and applying innovations in practice. the main difference between
educational clusters and other types of clusters is the fact that they are mainly
related to educational services. assessment of the role of educational clusters
includes their innovativeness and their role in the development of education.
Naturally, the leading role in educational clusters belongs to universities as
scientific and educational institutions. Their cooperation with business
organizations is a prerequisite for the quality and effectiveness of the
educational process. educational clusters form a link between educational,
scientific, and industrial organizations, public associations, and the information
environment (it clusters) for the cluster to be successful,
the following main processes need to be coordinated and controlled
* information exchange and communication;
* maintaining a balance of interests and minimizing conflicts;
* creating mutual trust between partners in the network;
* preparation of solutions;
* create and strengthen a shared interest.
Naturally, our cluster developed and expanded, including other organizations
engaged in specific educational, scientific and managerial activities in the field of
education. We have also included regional education inspectorates, with which
we cooperate in organizing qualification courses; schools-bases where we
conduct experiments with innovative technologies; non-governmental
organizations. thus, along with the expansion of partnerships, cluster networks
have emerged -organizations with which we consolidate in the development of
innovative scientific and educational projects, including strategic ones, the
purpose of which is to study foreign and support national educational projects in
the field of ICT application in education, work with talented and gifted children
education in natural sciences and mathematics, emotional and social training,
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etc. In education, we have implemented a computer laboratory for teaching
natural sciences, used from grade 3 to grade 12; electronic whiteboards,
dynamic software for implementing a research approach and for managing the
learning process at school. We are currently working on a project to use cloud
technologies in teacher qualification training.
Results of SWOT analysis of educational clusters in improving qualifications
teacher registrationThe purpose of the study is to identify shortcomings and
difficulties in the implementation of cluster policies and practices in the field of
education and advanced training in Uzbekistan . Outlining actions to address
these deficiencies is important for learning and professional development of
teachers, and in the future for the development of the system education and
advanced training systems. The study used SWOT analysis method, which
distributes factors that describe educationly clusters, in four categories: strength
(strengths), weakness (weaknesses sides), opportunities, threats. Strengths and
weaknesses are internal factors
early environment (the cluster itself is able to influence them); opportunities
and roses are environmental factors (external influence on the cluster). SWOT
Government, academic and
business organizations
participating in the
educational cluster
- Regional education
departments
- Research institutes
-Technology companies
-Research organizations
Non-governmental
organizations
-Creative Training
Center-universities
-Union of Scientists of
Uzbekistan
-Union of
Mathematicians
-Society for Individual
Psychology
EDUCATIONAL CLUSTERS FOR CONTINUING EDUCATION
TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT
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analysis is considered as a link between the formulation of the mission of the
institution and the definition of strategic goals and objectives.
Table 1. Results of SWOT analysis of educational clusters
Strengths
– the ways of cluster development
are clearly understood;- clearly
defined goals, objectives, types of
activities and deadlines;
–education-business relations are
preserved
–- relationships in the cluster are
built on the basis of cooperation,
association and mutual obligations;
- innovations in education are being
developed and applied;-technology
transfer is underway.
- investments are made in human
resources;
-increasing the competitiveness of
participating institutions
Weakness
– national policy in education Research
in the field of innovation and
development in Uzbekistan are not
bound by agreements with educational
clusters;
– cooperation between businesses and
the academic community limited;
– additional specialization is required
implementation of those participating
in the cluster institutions;
– the technological sequence is
brokenactivity between activities and
deadlines;
Opportunities
–the possibility of developing three
levels of learning– formal, informal,
and independent.
Development and/or adaptation of
specific
Training methods;
-
creating
an
educational
environment(atmosphere)
that
supports teachers ' professional
development;
- increase of opportunities and
competitiveness in the cluster area;
- development to new business
Threats
-lack of information about needs.
- insufficient promotion of activities and
educational services;
- insufficient competence to apply
innovative
technologies;
- lack of mood (motivation);
-
rapidly
changing
educational
environment.
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models in favor
of
education;
-the possibility of increasing the
number
of educational services;
-the
possibility
of
expanding
cooperation with
international organizations;
- research and analysis of the needs
of various
users of educational services;
- participation in the economic
development of the regions.
Discussion questions
Educational clusters in Uzbekistan are still under-researched and are the subject
of future research in national policy, encourage-the creation, action and results
of their functioning. The presented
the functioning of the educational cluster related to qualifications teachers in
Uzbekistan, is applicable in different versions and at different stages of
education. Research is needed into the potential of educational clusters, their
direct possible impact on the development of the education system, as well as
the effect that their functioning contributes to the development of regions.
Main conclusions
1. Educational clusters can be considered a useful tool in creating an innovative
educational and research environment.
2. Created environment for advanced training of teachers based on cluster
interaction requires innovation and turns into research and positivity creative
environment for learning, research and development.
3. The creation of scientific educational clusters forms connections between
education education, scientific organizations and business, public
associations.and information environment (IT clusters), which is the basis for
integration institutions interested in the development of education.
4. National policy is needed in the development of educational clusters and the
creation of expert groups at the national level that would play a role
coordination units, periodically assessing the policies and work of the
educational clusters.
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Conclusion
Modern conditions for the development of education in Bulgaria are
characterized by radical globalization and growing competition in the field of
educational services. State policy of the Ministry of Education and Science in the
Republic Uzbekistan does not provide for centralized financing of institutions
responsible for looking forward to improving the qualifications of teachers. This
provokes an increase in competitions in this area and the search for modern
approaches to organizing continuous updating the scope of teacher training.
Educational clusters are a natural way to develop and implement innovation in
the educational process at all levels. Clusters are effective an effective model for
the implementation of national and regional policies and practitioner in the
field of teacher training. They join forces and allow us to solve problems that are
beyond the capabilities of a single institution. Increased interaction increases -
the effectiveness of educational activities increase at all levels.
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Chuchkalova, E. I., Mosonova, O. G. (2012). Cluster approach within
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