Volume 05 Issue 09-2024
47
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
09
Pages:
47-55
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
Strategic directions of the cluster approach (collaborative activity) of the educational process carried out in
educational organizations, means of using the power of the globalization process "against oneself", best practices of
foreign countries, external environment of educational institutions and social organizations relationship with, the
infrastructure of innovative activity, the characteristics of educational organizations, the innovative management
competency of the head of the educational organization.
KEYWORDS
External environment, social organization, cluster approach, cooperative activity, globalization, globalization,
competitive, scientific and production entities, personnel infrastructure, mobile principle of education, collectivity,
integrative, communicative, formation, creative environment, differentiation, innovative environment, constructive,
competence, programmatic approach, research approach, macrocultural approach, methods of information
gathering and its monitoring.
INTRODUCTION
In the conditions of Uzbekistan, the strategic
directions of the cluster approach (collaborative
activity) of the educational process carried out in
educational organizations are determined in the
organization of the interaction of educational
institutions with the external environment and social
organizations. In this regard, in-depth study of the
nature and characteristics of globalization creates an
opportunity to adapt to it, change its directions as
needed, and use its power "against itself". It is clear
Research Article
INTERACTIONS OF EDUCATIONAL INSTITUTIONS WITH THE
EXTERNAL ENVIRONMENT AND SOCIAL ORGANIZATIONS
Submission Date:
Sep 13, 2024,
Accepted Date:
Sep 18, 2024,
Published Date:
Sep 23, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-09-08
P.Polatov
Professor at the "Educational Management" department, Ph.D. Associate Professor, Honored youth
coach in Uzbekistan at TSPU named after Nizami, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 09-2024
48
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
09
Pages:
47-55
OCLC
–
1242041055
Publisher:
Master Journals
from this that the development of methods, tools and
mechanisms of positive and creative use of the
globalization process on a scientific basis is one of the
urgent problems of today.
A cluster approach model can be cited as one of the
means of using the power of the globalization process
"against itself". Today, it has become a vital necessity
to create a new mechanism for the organization of
cooperation activities between the Higher and Pre-
school and school education systems and other
educational organizations, in which both mutual
control and competition between the types of
education, as well as the satisfaction of interests
requires the need to provide and work in mutual
cooperation.
The main product of the cluster approach of
cooperation
of
educational
organizations
is
educational services. The cluster approach in
cooperation should, first of all, be aimed not only at the
implementation of educational services, but also at
providing competitive quality education in changing
market conditions. Competitive education requires
constant innovation, modernity and balance between
supply and demand. In this process, activity directed to
educational services shows growth indicators.
Based on the best experiences of foreign countries, the
main task of education today is to teach students to be
able to operate independently in the information-
educational environment that is increasing day by day,
to use the flow of information wisely. For this, it is
necessary to provide them with the opportunity and
conditions for continuous independent work.
The use of the cluster approach in the management of
the educational organization provides the following
advantages:
firstly, mechanisms of interaction of educational
institutions with the labor market are formed, its
dependence on individual business groups is
prevented;
secondly, personnel infrastructure will be improved;
thirdly, the infrastructure of innovative activity will be
developed, a positive innovative environment will be
created, the available opportunities will be expanded,
an effective, flexible, controlled system will be formed;
fourthly, the application base of the model system of
education based on mobile principles will be formed,
subject teaching will be abandoned, interdisciplinary
relations will expand;
fifthly, pupils (students) are given the opportunity to
independently form their educational "road map" as a
subject of market relations;
sixthly, a high level of intellectuality and openness of
the educational process is ensured, as well as various
forms and means of education are introduced.
As a result of increased efficiency in the system:
• effective cooperation consisting of common and
private goals is created;
• the effectiveness o
f the quality of education
increases in the implementation of equality between
the pedagogue and the student, democracy and
mutual cooperation between subjects;
• specialties in demand of the consumer will be
created;
• as a result of effective experiments
, the activity of
the systematic chain is improved;
• integration of science, education and production is
effectively used;
• promotion of general projects will increase.
As a result of creating an opportunity to achieve a HIGH
result:
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• makes it possible
to achieve high performance based
on innovative ideas;
• advanced innovative resources are created as a
result of effective cooperation;
• develops the technological activity of education and
determines promising results;
• subjects create an opportunity f
or their knowledge,
skills and competences.
In our country, the following can be noted as the
subjects of the cluster approach model in the effective
organization of the interaction of educational
organizations with the external environment and
social organizations, as well as cooperation activities:
• all kinds of pre
-school, general secondary, special
secondary, which carry out educational, scientific
research, innovative and design activities of students,
masters and doctoral students, where pedagogical
practices are carried out, and which serve as an
educational and experimental base. professional
education,
higher
and
additional
educational
institutions;
• all types of pre
-school, general secondary, secondary
special, professional education, higher and additional
educational institutions, as well as retraining and
professional
development
institutions
for
pedagogues;
•
scientific and scientific-methodical structures,
centers, scientific research institutes that are directly
or indirectly related to pedagogical activity and engage
in scientific research activities that determine the
principles of its development;
•
pedagogical communities, initiative communities,
public associations, state and non-state organizations;
•
foreign higher education institutions and scientific
research centers.
•
In the framework of the organization of interaction
between
educational
institutions
and
social
organizations, combining several types of interrelated
activities around a common goal requires accurate
accounting books and scientific solutions, projects
with guaranteed results, and only then will the cluster
approach gain the trust of the subjects. Based on the
cluster approach, the cooperation of educational
organizations cannot be implemented by bureaucratic
and administrative means. It can be organized and
work effectively only on the basis of the voluntary
goodwill of the subjects.
•
If we consider the educational process as a whole
system, with the interaction of the external
environment and social organizations with the
educational organization, their management should
also have a systematic nature. We can see the content
and essence of the systematic approach to the analysis
of the specific characteristics of educational
organizations based on the following principles:
•
complexity - the fact that the object is a set of
interconnected constituent parts;
•
integrativeness - mutual unity of internal and
external factors serving movement and development;
•
interdependence - the existence of the object as a
separate system and as a constituent part of a higher-
order integrated system;
•
communicability - the fact that it has the
characteristics of interaction with external and other
systems.
As an important aspect of organizing the educational
process on a scientific-methodical basis, based on the
interaction of educational organizations with the
external environment and social organizations, it is
necessary to create a continuous methodical service
that ensures that science teachers operate in
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accordance with the requirements of the time within
the scope of their knowledge, skills, and professional
skills. Each of the teaching methods, according to its
general didactic essence, is a model of action in
cooperation between the subjects of the educational
process, the teacher and the student.
The unity of the socio-economic system determines the
unity of the school education system. As a mechanism
supporting this integrity, the management system has
a special place and is expressed in the following
aspects:
innovative
management
of
the
educational
organization is carried out based on the interests of the
community and relevant organizations, which in turn
leads to a single, multi-level management;
innovative management is determined by the fact that
the subordination and subordination in various
components of the activity are aimed at one goal;
temporary errors in some elements of the
management system do not prevent the functioning of
the whole;
there is a complex chain of relationships within the
innovative management system. It is a communicative
link that exists from the highest level to the lowest
level, and this chain is inseparable from each other;
despite the fact that innovative management forms
are diverse, relations at all levels of management
activity are stable.
•
To
express
the
innovative
management
competence of the leader of the educational
organization through the three sub-systems, that
is, the concepts that need to be known, the skills
that need to be mastered, and the personal
qualities that need to be formed in them, and the
activities of the leader in cooperation with the
relevant educational organizations, to have the
following skills and characteristics:
reflexive skills that serve to analyze and objectively
evaluate the effectiveness of teachers' work;
skills to anticipate the results of teachers' actions and
their readiness to master modern methods and
methods planned to be studied;
the ability to ensure the activity of learners and
coordinate activities in problematic situations that
arise in educational processes;
the ability to identify in advance the factors that
negatively affect the effectiveness and activity of
teachers in educational processes;
the ability of teachers to form positive learning motives
and to use leadership styles wisely according to
situations;
able to create a creative environment and conditions
for talented, intellectually gifted students to engage in
small scientific-research works;
gifted, talented, intellectually capable, having the
ability to scientifically and practically organize issues of
preparation of students for republican and
international
science
olympiads,
examination
competitions;
having a scientific vision and belief about a healthy
lifestyle and the need to follow it, physical training,
knowledge and skills;
use of modern educational technologies in the
organization of training sessions in an educational
institution, application of advanced pedagogical
experiences to the educational process, know how to
organize
and
manage
innovative
activities;
introduction of effective forms and methods of
spiritual and moral education of students based on the
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rich intellectual heritage of the people and universal
human values.
Sinc
the end of the 20th century, one of the ultimate goals
of the society is to introduce and implement serious
changes in the field of education reform, not only in the
field of education system, but also in its content,
technologies
and
organizational
forms.
The
development of educational practice begins with the
organization of complex economic, financial, territorial
management.
At this point, let's talk about the essence of the cluster
approach. The cluster approach is a geographically
unified group of interconnected organizations,
specialized suppliers, firms in related industries, and
organizations related to their activities. In relation to
education, the cluster model supports innovation in
the education-science-technology-production system.
- a tool for forming support, a mechanism for
strengthening the organizational forms of the union of
the spheres (education, economy, social organizations,
etc.) interested in achieving competitive efficiency.
Based on the comments given to the cluster approach,
we believe that the cluster model of pedagogical
education development is teaching, creating new
educational literature, increasing the scientific
potential of pedagogic personnel, conducting activities
in general directions related to the integrity of
education and training, and at the same time managing
and organizing education through these general
directions. we can admit that it is important to carry
out privatization processes in areas such as types and
directions of education, ensuring coherence and
integration, teaching methods and tools.
In the processes of applying the cluster approach
model to the educational system, first of all, the results
of foreign studies are deeply analyzed, and special
attention is paid to the use of effective methods and
tools adapted to our regional mentality. In the research
conducted by the Russian researcher V.A. Bolotov,
today, first of all, the issues related to the main
directions of modernization of the general secondary
education system are highlighted, which are reflected
in the following:
modernizing and optimizing the content of education
in each subject, taking into account the transition to
specialized education, with the development and
improvement of school standards;
strengthening the practice-based approach to free
time to develop students' creative abilities, taking into
account the control function in teaching;
to have the opportunity to determine the level of
formation of general education and basic skills of
graduates by preparation for tasks of the unified state
exam;
improvement of school textbooks with reference to
national education, inclusion of tasks in them,
provision of search for additional information that the
student should learn to search independently with the
help of modern media and methods.
modernization of the pedagogical education system,
taking into account modern education, training and
retraining of pedagogic and management personnel;
training of students and schoolchildren at all levels and
stages of education with the creation of a unified
system for assessing the quality of education, including
monitoring analysis.
The next principle of this idea is self-organization in the
educational process, which is primarily characterized
by the transition from the position of "the teacher
follows the learner" to the position of "the learner
looks forward". Therefore, it is necessary to emphasize
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Publisher:
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that this term has become one of the main aspects of
person-oriented pedagogy today.
Self-organization is "a set of inseparable, natural and
socially acquired features, which are reflected in the
conscious features of the will and intelligence, in the
themes of behavior and are implemented in the order
of activity and behavior." Therefore, we should
consider the first sign of a high level of self-
organization as an active creation of oneself as a
learner.
We considered it appropriate to note the positive
results of the implementation of this process. The
person first:
planning one's activities;
to control one or other methods in one's life activity;
formation of full preparation for life choice;
formation of the need for self-motivation;
An analysis of the methods of collecting information
and the directions of organizing its monitoring in
cooperation with the external environment and social
organizations is attached (Figure 1).
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Publisher:
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(picture 1)
Organization of
information
gathering methods
and its monitoring
in cooperation
with the external
environment and
social
organizations
Analysis of the level of
effectiveness of the
educational process in
educational organizations
where cooperation activities
are carried out
Iqtidorli bolalarni
aniqlash va ularni
qoʻllab quvvatlash
The level of
quality of
education and
training carried
out in the
process of
cooperative
activity
The state of
implementation of
regulatory and
legal documents
related to the
educational
system, work plan
in the educational
organization
Results of
certification of
teachers,
effectiveness of
using the
"Director's Fund".
Generalization and
systematization of
educational organization
activities and its
statistical and
mathematical analysis
Identifying the need
for innovative
science curricula
Evaluation based on the
International TALIS
program, which
determines the quality
and level of activity of
leaders and teachers
Studying normative
documents of
educational
organization
management and
advanced pedagogical
practices
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Master Journals
All this contributes to the self-development of a free
person, which is the main way of revitalization and high
quality of education by the national educational
philosophy. is defined as
Continuing the idea of democratization of education,
we should pay special attention to the following
principle - the principle of cooperation. The above-
mentioned principles of self-management and mutual
cooperation are closely related, and as a condition of
cooperation, we can clearly see the changing role of
the teacher and the learner. The condition for the
implementation of the principle of cooperation is
significant as it requires changing the position of the
teacher in the educational process "over the pupil
(student)" to "together with the pupil (student)". In
this process, as noted above, the principle of self-
management develops, and through this the process
of "moving forward" develops. One of the main
conditions of cooperation is their democratization,
because it is one of the main methods of self-
development and manifestation, taking into account
the special interests of the partner.
Today, the principle of cooperative organization of
education shows the importance of replacing the
"teacher-pupil
+
science-knowledge"
harmony
characteristic of traditional pedagogy with the
harmony of "team of learners + integrated knowledge
+ individual education based on interests".
Another important condition for the implementation
of the principle of openness of the educational
institution is the development of market relations and
open relations with social and foreign partners in the
educational system. The activation of scientific,
creative and other cooperative relations with
educational institutions in other regions of the country
and foreign colleagues, taking into account the basic
and additional possibilities of continuous education in
various forms, that is, at any stage, level and directions,
further develops the principle of institutional openness
of the idea of democratization of education.
Another important principle of the idea of
democratization of education is territorialization of
education. The main task of the democratization of the
education management system is its centralization,
which means the need to take into account the specific
characteristics of the region, human resources and
other characteristics, its development prospects in the
management of education. Historical, cultural, natural
geographical, socio-demographic, socio-economic,
administrative-political and economic characteristics
determine the specific characteristics of the region,
but none of them should be the only basis for
regionalization of special education.
As mentioned above, the regional principle means not
only centralization, but also maximum consideration of
the history and current situation of the region, the
advanced trends of its development.
Based on the principle of centralization of the regional
education system, the method of interaction with the
external environment and social organizations through
social-state management is effective, and education is
a socio-cultural process between the interests of the
state and civil society, and educational subjects are
manifested as a socio-cultural institution. The main
essence of this principle is to improve public
management functions, control it by determining the
main mechanisms of financing, management and
control.
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Publisher:
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