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TYPE
Original Research
PAGE NO.
49-51
DOI
OPEN ACCESS
SUBMITED
25 October 2024
ACCEPTED
19 December 2024
PUBLISHED
09 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Individual Practical Forms
and Means of Improving
Vocational Education
Through Developing the
Initial Mechanisms of
National Craftsmanship in
Primary Grade Students
Odinaboboyev Fazliddin Bahriddin o‘g‘li
Lecturer, Denau entrepreneurship pedagogical institute, Uzbekistan
Orchid: -https://orcid.org/0009-0007-0995-2189
Abstract:
This article discusses the effectiveness of all
education systems depends critically on the quality of
teaching and learning in the classrooms, workshops,
laboratories and other spaces in which the education
takes place 1. While outstanding teachers (including
lecturers, trainers, tutors, and coaches), engaged
students, well-designed courses, facilities which are fit
for purpose, and a good level of resources are necessary
if any kind of educational provision is to be excellent,
they alone are not sufficient. The real answers to
improving outcomes from vocational education lie in
the ‘classroom’, in understanding the many decisions
‘teachers’ take as they interact with students
.
Keywords:
Socio-moral competencies, pedagogical
technologies, national and universal values, democratic
educational environment, innovative methods.
Introduction:
Specifically, we need to understand more
precisely how you best engage particular kinds of
learners to undertake the particular kind of learning on
which they are embarked to achieve whatever
vocational outcomes are desired. This is the essence of
what we understand by ‘vocational pedagogy’ and what
we will be exploring in this report. The evidence
suggests that serious consideration of pedagogy is
largely missing in vocational education and we will
argue that vocational learners are the losers as a result
of this omission. 1 There are a huge range of different
designed learning environments in VE but, unless we are
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European International Journal of Multidisciplinary Research and Management Studies
focusing on a specific space, we will use the word
‘classroom’ throughout the rest of this report for ease
of understanding. Similarly, in FE, the role of teaching
is carried out by a number of people: lecturers,
trainers, coaches, and tutors. Unless referring to one of
these specific roles, we use the term ‘teacher’. In
English education, pedagogy was until recently an
under-used concept. Debate has tended to be
dominated by discussions of structures, funding,
syllabus and assessment. A recent exception to this
was the deliberate attempt by the Qualifications and
Curriculum Agency (Centre for Education and Industry:
University of Warwick, 2008) to provoke a discussion
about the best ways of teaching the Diploma when it
was introduced in 2008. Curriculum designers and
teachers were invited to reflect on which learning
approaches might be most likely to lead to the desired
outcomes of this new qualification. Would learners in
specific occupational sectors benefit more, for
example, from watching an expert demonstration or
through trial and error, by being coached or by
undertaking their own enquiry? These are often
difficult questions, calling on the skills of teachers,
their understanding of learners, the nature of the
subject 2 and the broader context in which it is being
taught. But these kinds of questions are the stuff of
pedagogy and the way they are answered impacts
directly on the quality of learners’ experiences in
vocational education. There are also welcome signs of
change in the attitude of Ofsted. Their new framework
for the learning and skills sector places a much more
explicit focus on the quality of learning and teaching.
We seek to add to this revitalisation of concern with
pedagogy. Pedagogy, in our view, is the science, art,
and craft of teaching. Pedagogy also fundamentally
includes the decisions which are taken in the creation
of the broader learning culture in which the teaching
takes place, and the values which inform all
interactions 3. Pedagogy has been neglected partly
because it is undeniably complex, leading some
agencies to prefer to focus on more controllable
factors such as qualifications, funding or a nebulous
notion of ‘teacher quality’. Teaching methods can also
become political footballs, one method being labelled
‘traditional’ while another, equally unhelpfully, seen as
‘trendy’. When vocational education and training
systems were initially created, discussions about
vocational pedagogy were likely to be derived from the
principles of general education. Even today, there is a
sense in which vocational pedagogy sits in a no man’s
land between what is taught, in colleges and by
training providers, and what is needed in the
workplace. And too often employers complain that the
content taught does not connect closely enough with
the requirements of a particular occupation. 3 For a
classic discussion of the term pedagogy see Watkins, C.
& P. Mortimore (1999). Pedagogy: What do we know?
In Mortimore, P. (ed.) Understanding Pedagogy and its
Impact on Learning. London: Paul Chapman Publishing
Ltd. Vocational education faces two major challenges.
Firstly, the dual worlds of educational institution and
workplace require two sets of expertise
–
teachers with
current experience of the workplace and workers who
can teach. And many vocational learners have diverse
needs which may be challenging. Of whatever age,
vocational learners may not have had fulfilling
experiences in their general education to date leaving
their motivation impaired. Alternatively, they may be so
hungry for paid employment in the real world that they
are impatient to leave formal education. Any approach
to vocational pedagogy will need to respond to these
additional challenges. The role and nature of vocational
pedagogy is currently being debated by the Commission
on Adult Vocational Teaching and Learning 4, chaired by
Frank McLoughlin. The commission, announced in
December (BIS, 2011) was established as a response to
the Wolf Review and aims to raise the quality, and
improve the outcomes and impact, of adult vocational
teaching and learning in the further education and skills
sector for learners and employers. Two of the
Commission’s aims are to appraise the range of
pedagogical approaches to adult vocational teaching,
and to develop a framework that will raise the quality of
teaching and learning.
CONCLUSIONS
practices in a range of vocations, we have aimed
primarily at those which are taught to adults and young
people who may or may not have higher qualifications
in colleges rather than on the vocational education
which is taught largely in universities
–
medicine, the
law, engineering, for example. Within ‘work’, we include
both employed (‘having a job’) and self
-employed
activity. With the decline of jobs in many traditional
trades in large, established companies, we think it is
essential to see vocational education as aiming to give
all students the knowledge, confidence and attitudes
needed to pursue their vocation entrepreneurially.
There is no agreed definition of vocational education in
England. Our working understanding is that vocational
education is the ‘provision of materials, activities and
teaching that is designed to prepare people to function,
at a specified level, in specific roles in the context of
(usually)
paid employment’ (Lucas, Claxton & Webster,
2010, p. 3). We thus use vocational education to mean
the orchestration of strategies and structures so that
learning leads to its desired outcomes. Vocational
education is concerned with courses, timetables,
syllabuses, qualifications and so on. Vocational
education concerns the development of practical
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European International Journal of Multidisciplinary Research and Management Studies
competence within, or for, a defined work ‘domain’.
We believe that two other elements suggested by Chris
Winch are important too
–
the element of personal
development and the enabling of young people to see
how their work and their place in the economy has a
wider impact on society, (Winch, quoted in Lucas et al.,
2010: 4). In thinking about pedagogy, we have come to
the view that one aspect of what really matters in
vocational education has been particularly neglected:
a pride in craftsmanship (Crawford, 2010; Rose, 2005;
Sennett, 2008) and excellence (Berger, 2003) and we
specifically include this in our approach to the
development of a vocational pedagogy. The vocational
education we are mainly thinking of is what you might
expect to see in the prospectus of a general FE college
or non-specialist publicly funded training provider
anywhere in the UK. It might be being learned by young
adults or older adults. While we recognise that there
are some specific differences in the way education is
experienced by older learners (Knowles, 1970) the
evidence we have looked at suggests that the broad
approaches to vocational pedagogy which we are
offering suit young and older adults alike. Where there
are important differences of emphasis, we describe
these. Vocational pedagogy, as we have already
suggested, is the science, art, and craft of teaching that
prepares people for certain kinds of working lives.
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