In this article, the author, based on an analysis of a number of sources, tried to reveal the features of the education system of the Iranian state, which has its own history of development in the region, its historical stages and features. The author tried to objectively analyze the reforms and modernization work carried out at different periods in the education system of Iran, mainly using foreign sources. The 1979 revolution plays a very important role in the life of the Iranian state. Therefore, the article compares the education system for two periods: pre-revolutionary and post-revolutionary periods. An attempt was made to identify and show the results obtained using various tables. The education system was divided into preschool, secondary, vocational and postgraduate degrees. The reforms carried out at each stage were briefly, but substantively covered. Conclusions were made by analyzing the results of the reforms. The features of the education system in Iran were identified and the prospects for their use in the context of Uzbekistan were examined. With an emphasis on gender processes in the education system, the strengths and weaknesses of the two-tier school system were identified. Efforts were made to explain the post-revolutionary changes in the country, the Islamization of the education system and its impact on the quality of education. In conclusion, the results obtained as a result of the analysis were systematized and sorted. Suggestions were made about what aspects of the Iranian education system can be implemented in practice and in the education system of Uzbekistan. When writing an article, the author sought to develop and substantiate his conclusions using methods such as comparative analysis and the use of statistical data.
In this article, the author, based on an analysis of a number of sources, tried to reveal the education system of Turkey and Iran, its historical stages of development and features based on a comparative analysis of various sources. The author tried to objectively analyze the reforms and modernization of the education system in Turkey and Iran in the twentieth century, mainly using foreign sources. While the main changes in Turkey were associated with the advent of Mustafa Kemal after the 1920s, the emergence of such a European educational system in the life of the Iranian state was associated with the ascension of the Pahlavi dynasty to the throne in 1925. The article mainly compares two periods: 1920–30 and 1960–70. The reason is that it was during this period that great changes took place in the political, social, economic life and educational process of these two countries. An attempt was made to identify and show the results obtained using comparative tables. It also analyzes the education system, its reforms, the relationship between religion and the state, the alphabet, exact sciences and the implementation of the European educational process. Conclusions were made by analyzing the results of the reforms. The features of the education system in Turkey and Iran were identified and compared. In both countries, efforts were made to explain the changes after the Second World War, the Islamization of the education system and its impact on the quality of education. In conclusion, the results obtained as a result of the analysis were systematized and sorted. When writing an article, the author sought to develop and substantiate his conclusions using methods such as comparative analysis and the use of statistical data.
Objects of research: educational process in the Institute of Pedagogy in the conditions of innovation changes in teaching based on the person-oriented paradigm.
Subject of research: pedagogical monitorinr of the students’ training as a complex of knowledge, conditions, and methods for realization of technology of the person-oriented education in the Pedagogical Institution.
Objective of the work: comprehensive theoretical and practical study of the pedagogical monitoring as a scientific event and development of the system for its implementation in the paradigm of the person-oriented education in the Pedagogical Institution.
Methods of research: study and analysis of the literature on the problem; questionnaire design and ranking, testing, pedagogical experiment, methods of mathematical statistics.
Obtained results and their novelty: has been developed and introduced: pedagogical monitorinr of the students’ training in the Pedagogical Institution; designed organizational model of the pedagogical monitorinr system; phenomenon of the pedagogical monitorinr has been considered in the context of the person-oriented educational process paradigm.
Practical significance: have been developed methodical guidelines for pedagogical monitorinr; individual curriculums, diagnostic methodic, and lesson scenarios; have been demonstrated ways, forms and methods of introduction of the pedagogical monitoring during person-oriented educational process in the Pedagogical Institution.
Degree of introduction: research findings have been reflected in 12 publications; basic conclusions and provisions have been discussed at the International, Republican and Inter institutional conferences.
Sphere of application: secondary school of general education, secondary specialized school, vocational schools (colleges and academic lyceums), and higher school.
Ҳозирги даврда ёш авлодларга таълим, хусусан олий таълим беришдаги энг мухим масалалардан бири- бу ўқув масканларини зомон талабларига жавоб бераолиш даражасига кўтариш ва АКТларнинг имкониятларидан тўлиқ фойдаланган холда, талабаларга фан асосларини етказишдан иборатдир. Шу борада Олий таълим тизими (ОТМ ) таркибидаги“ Қўшма таълим дастурлари асосида “ иш олиб бараёган бўлим ёки факультетлар бундан мустассно эмас. Ҳаммага маълумки, ҳар бир ОТМ республика миқёсидаги “ HEMIS” тизими билан боғланиб бормоқда, натижада муассасадаги барча жарраёнлар етарли даражада ойдинлашиб келмоқда. Айниқса бу борада Ўзбекистон Республикаси Президенти Ш.М.Мирзиёевнинг “Яна бир муаммони ҳал этиш ўта муҳим ҳисобланади: бу педагоглар ва профессор-ўқитувчилар таркибининг профессионал даражаси, уларнинг махсус билимларидир. Бу борада таълим олиш, маънавий-маърифий камолот масалалари ва ҳақиқий қадриятларини шакллантириш жараёнларига фаол кўмак берадиган муҳитни яратиш зарур”. – деб айтган фикрларида акс этади [1].
The article reveals the role of the higher education system in the national economy. At the same time, a comparative analysis of traditional and modern views on the education system is carried out. A complex of factors affecting the quality of education was identified. The level of coverage of the higher education system in Uzbekistan and the existing imbalances in it were determined. The scientific conclusions and practical recommendations for improving the system of higher education are given.
This article is devoted to the study of the problems associated with the peculiarities of interaction between government, business organizations and social institutions in the management of higher education field. Recommendations to improve the mechanisms of public-private partnerships in higher education, present a proposal for the management of higher education, taking into account the level of competition in the market of educational services in the region.
The scientific article describes the role of marketing in the higher education system, the development of marketing strategies and ways to implement them in improving the competitiveness of higher education. Factors influencing the competitiveness of higher education institutions are classified based on the study of sources of scientific research. A mathematical model for determining the level of competitiveness of an educational institution is proposed. Activities of Tashkent State University of Economics and factors of competitiveness are statistically analyzed. Based on the results of the analysis, a marketing model of quality management that allows to ensure the competitiveness of higher education institutions is proposed.
Ушбу талабаларга масофавий таълим беришда рақамли технологиялардан фойдаланишнинг зарурати, афзалликлари ва масофавий таълим соҳасидан фойдаланиш бўйича статистикалар келтирилган ҳамда рақамли технологиялардан фойдаланиш ва масофавий таълимнинг янги авлод тизимларини жорий этиш лозимлиги, масофавий таълим тизими орқали янги кўникмаларни ёки мавзуга оид материалларни ўрганиш тезроқ, осонроқ ва арзонроқ эканлиги атрофлича ёритиб берилган. Шунингдек, мамлакатимизда масофавий таълимни рақамли технологиялардан фойдаланган ҳолда самарали йўлга қўйиш борасида тўсқинлик қилаётган муаммолар ва уларни ечиш бўйича таклиф ва тавсиялар келтирилган.
Ушбу талабаларга масофавий таълим беришда рақамли технологиялардан фойдаланишнинг зарурати, афзалликлари ва масофавий таълим соҳасидан фойдаланиш бўйича статистикалар келтирилган ҳамда
рақамли технологиялардан фойдаланиш ва масофавий таълимнинг янги авлод тизимларини жорий этиш лозимлиги, масофавий таълим тизими орқали янги
кўникмаларни ёки мавзуга оид материалларни ўрганиш тезроқ, осонроқ ва арзонроқ эканлиги атрофлича ёритиб берилган. Шунингдек, мамлакатимизда масофавий таълимни рақамли технологиялардан фойдаланган ҳолда самарали йўлга қўйиш борасида тўсқинлик қилаётган муаммолар ва уларни ечиш бўйича таклиф ва тавсиялар келтирилган.
Ушбу талабаларга масофавий таълим беришда рақамли технологиялардан фойдаланишнинг зарурати, афзалликлари ва масофавий таълим соҳасидан фойдаланиш бўйича статистикалар келтирилган ҳамда рақамли технологиялардан фойдаланиш ва масофавий таълимнинг янги авлод тизимларини жорий этиш лозимлиги, масофавий таълим тизими орқали янги кўникмаларни ёки мавзуга оид материалларни ўрганиш тезроқ, осонроқ ва арзонроқ эканлиги атрофлича ёритиб берилган. Шунингдек, мамлакатимизда масофавий таълимни рақамли технологиялардан фойдаланган ҳолда самарали йўлга қўйиш борасида тўсқинлик қилаётган муаммолар ва уларни ечиш бўйича таклиф ва тавсиялар келтирилган.
Ушбу талабаларга масофавий таълим беришда рақамли технологиялардан фойдаланишнинг зарурати, афзалликлари ва масофавий таълим соҳасидан фойдаланиш бўйича статистикалар келтирилган ҳамда рақамли технологиялардан фойдаланиш ва масофавий таълимнинг янги авлод тизимларини жорий этиш лозимлиги, масофавий таълим тизими орқали янги кўникмаларни ёки мавзуга оид материалларни ўрганиш тезроқ, осонроқ ва арзонроқ эканлиги атрофлича ёритиб берилган. Шунингдек, мамлакатимизда масофавий таълимни рақамли технологиялардан фойдаланган ҳолда самарали йўлга қўйиш борасида тўсқинлик қилаётган муаммолар ва уларни ечиш бўйича таклиф ва тавсиялар келтирилган.