INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1251
SPECIFIC CHARACTERISTICS OF THE EDUCATION SYSTEM OF FOREIGN
COUNTRIES IN THE DEVELOPMENT OF PROFESSIONAL EDUCATION
Shaimova Farida Makhmudovna
Teacher of the Russian language at the Mirzachol District Polytechnic of Jizzakh region
Abstract:
The article outlines the prospects for the development of the professional education
system. The tasks of improvement are analyzed based on the experience of foreign countries.
The article presents ideas and views on training young people in professions and launching
project incubators in this regard in our society, as well as introducing new modern professions
into practice in the conditions of a market economy.
Keywords
:Professional education, educational standards, pedagogical technology, dual
education.
In order to develop the professional education system in Uzbekistan, great attention is
paid to the introduction of a mechanism for the development, application and updating of
professional standards for middle-level specialists and working professions, the creation of the
necessary material and technical, educational and methodological base for the educational
process, the involvement of practicing specialists with extensive work experience in the
educational process, and the provision of education according to educational programs
developed on the basis of National Professional and State Educational Standards, which give
students the right to engage in labor activities in their profession and specialty, and ensure high-
quality education and professional training.
By the Decree of the President of the Republic of Uzbekistan No. PF-5812 dated
September 6, 2019 “On additional measures to further improve the professional education
system”, a network of educational institutions was established in the Republic of Uzbekistan,
where a new primary, secondary and secondary specialized professional education system and
differentiated educational programs will be introduced, harmonized with the levels of the
International Standard Classifier of Education. The creation of a completely new system in
Uzbekistan requires the study of foreign experience in this regard and the establishment of wide
cooperation with foreign countries.
The problem of training a fully developed specialist in the developed countries of the
world is the main requirement of the present day. Because the revolutionary changes taking place
in society cannot be implemented without changing the person himself. The dynamics of
information development imposes new high requirements on education as a social institution. It
is necessary to ensure the training, development and upbringing of a person in a rapidly changing
world, to form a holistic worldview and attitude, functional literacy and creative professional
skills of specialists. In today's developed countries, where digital technologies have taken a
leading position, it has become necessary to update the education system and the content of
education. The old teaching methods and techniques are becoming obsolete, and the need for
methods and forms of education based on advanced pedagogical technologies is increasing. In
the implementation of new professional education, special attention is paid to the study of
foreign experience and cooperation with foreign countries.
Korean experience. It is important to study the Korean experience in the development of
vocational education. The South Korean education system implements the global principle of
integration of education and science. In world practice, academic conglomerates, which include
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1252
educational institutions and research institutes, are operating effectively. Such a merger serves as
a clear basis for the integration of science and education and makes it possible to conduct a
single scientific and technical and educational policy in the country. In the Republic of Korea,
there are also special higher education institutions organized by the Ministry of Education. They
specialize mainly in agriculture, fisheries, industry, and international languages. Higher
education is not compulsory, like secondary education. However, according to statistical data, in
all recent years, 97-98% of Korean youth have graduated from high school. To enter "scientific"
higher education institutions, foreign language schools, and art schools, it is necessary to pass
rather complex exams. Vocational colleges can be private or state-owned; these schools do not
provide specialization, but prepare young people for the next stage of education. Students who
do not want to study at a college can enroll in vocational schools. These schools specialize in
technology, agriculture, or finance. There are 600 vocational schools in South Korea. 45% of
these schools train future business owners, 23% train technical professionals. The remaining
schools teach maritime and agricultural specialties. It is noteworthy that these schools are
sponsored by enterprises. This is one of the requirements of the South Korean Law "On
Education".
The main task of colleges in South Korea is to train qualified workers or employees of
related departments. After graduating from college, a student can theoretically immediately enter
a university, and at the same time, having passed a special entrance exam, enter a different
specialty. As a result of our small analysis of the introduction of the vocational education system
in South Korea, we can see that efforts to develop vocational education in Uzbekistan are
increasing day by day. The good material provision of vocational education institutions, the full
equipment of practical and laboratory rooms, the coordinated implementation of theoretical and
practical knowledge, along with the improvement of the quality of education, are the basis for
the training of qualified specialists. The experience of developing the education system in
countries such as Sweden, Great Britain, Germany, and Japan indicates the need to integrate the
educational process and practice, which serves as the basis for the high-quality training of
qualified specialists. As is known, although vocational education in Germany is not centralized,
it is built according to a certain standard. Since 1981, there have been such legislative acts as the
“On the Development of Vocational Education” (describing the regulatory tools for planning and
statistics of vocational education), the “On Labor Protection of Youth”, and the “Agreement on
Vocational Education”. The training process fully corresponds to the list of occupations, which
has currently been reduced from 600 (in 1971) to 380 professions. The reduction in the number
of professions occurred as a result of the merger of training specialists in similar fields of activity.
It should be emphasized that the names of professions, the generality of knowledge, skills and
qualifications required for students to master each profession, as well as the standard curriculum
and final certification requirements were developed and agreed upon jointly with the minister of
a particular field. The developed documents are a legal basis and are mandatory. In addition, the
state is trying to cover the costs of vocational training at the enterprise. After studying various
literature on dual education, we found that such education has many beneficial aspects. In the
conditions of the dual system, education includes not only educational institutions, but also
industrial enterprises, firms, organizations. The programs of the dual education system combine
"know-how" tested by theory and practice. The essence of the changes is that students receive
education simultaneously in two educational institutions: in universities and institutes - in the
theoretical part, and in production - in a practical environment. The dual system, as a distinctive
feature from the traditional system, involves the exchange of theory and practice throughout the
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1253
entire period of study, which leads to an increase in the effectiveness of the application of
acquired knowledge and skills. The dual education system differs from the vocational education
system in that most of the training week is devoted to practice at the enterprise, and a small part
(1-2 days) is devoted to university. The dual education system is also used in technical and
socio-economic sectors, construction, and engineering. The dual system is effective in social
management, tourism management. Due to the constant improvement of the training of highly
qualified specialists in recent decades, the dual education system has become popular in the field
of information technology. Practical experience in implementing the dual education system in
Germany shows that many areas of training future specialists are regulated by agreement
between social partners, regions, and the state. The training of specialists in a particular field is
based on the requirements of the labor market, which allows young people to ensure professional
mobility and competitiveness. The duration of study is set at up to 3 years. Students who have
undergone practical training at the enterprise receive a salary. The system is financed by the state
and enterprises. The competence of the state includes training in this enterprise, and the
competence of the region includes training in a professional university.
Vocational education standards are developed in collaboration with representatives of the
labor market and other stakeholders. This is done to help the acquired profession enter the labor
market flexibly and effectively, and to ensure professional development. The vocational
education program is very flexible. Students can study courses in different ways and in different
settings. For example, on-the-job training can be conducted in an educational institution or
online. Students can take the entire course or part of it. Vocational education curricula are
structured in accordance with the general education school curriculum. The curriculum consists
of 120 credits: 20 credits for on-the-job training, 90 for core subjects and 10 credits for subjects
chosen by the student. The core subjects are Finnish, Swedish, mathematics, physics and
chemistry, social studies, business and labor market, physical and health education, art and
culture. The goal of initial vocational education is to form in students the knowledge and skills
necessary for obtaining professional qualifications, as well as the ability to engage in
independent work.
In conclusion, a number of effective works have been carried out in the development of
vocational education based on the study of foreign experience. In particular, dual education in 8
specialties was introduced in 62 vocational educational institutions based on the experience of
Germany. In cooperation with Germany (German Sparkassenstiftung), 40 teachers and 100
students were trained with the participation of international experts on organizing a business. In
cooperation with the Worldskills Uzbekistan association, teachers were trained according to
these standards in Surkhandarya, Jizzakh, Tashkent, and Syrdarya regions. An important
direction for improving vocational education based on foreign experience is the establishment of
cooperative relations with foreign countries. Professors, teachers and specialists of the Institute
of Pedagogical Innovations are carrying out certain work on attracting and implementing foreign
and national scientific and innovative projects and grants, and providing educational services on
a contractual basis. A number of works on the development of the professional education system
were carried out on the basis of cooperation agreements signed with higher education institutions
and organizations within the project, such as the Peoples' Friendship University of Russia
(RUDN), the Institute for the Development of Professional Education of the Russian Federation
(IRPO), the Institute of Professional Education of the Republic of Belarus (RIPO), the
Association of German Volksuniversities (DVV), the German Society for International
Cooperation (GIZ), the German Foundation for International Cooperation "Sparkassenstiftung",
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1254
the British educational, publishing and assessment service "Pearson Education Limited", the
Swiss "SustainableSkills", UNESCO.
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