THE USA JOURNALS
THE AMERICAN JOURNAL OF INTERDISCIPLINARY INNOVATIONS AND RESEARCH (ISSN- 2642-7478)
VOLUME 06 ISSUE11
246
https://www.theamericanjournals.com/index.php/tajiir
PUBLISHED DATE: - 27-11-2024
DOI: -
https://doi.org/10.37547/tajiir/Volume06Issue11-21
PAGE NO.: - 246-251
THE MAIN DIRECTION OF DEVELOPING
ECONOMICAL COMPETENCIES OF STUDENTS
Nurmatova Maftuna Ilkhamovna
Kokand State Pedagogical Institute, PhD Student, Kokand, Uzbekistan
INTRODUCTION
The economy is a source of livelihood, a
mechanism for satisfying the material needs of an
individual. It is an important direction in the life of
society and serves to form a material lifestyle.
Therefore, a rational approach to the economy and
its proper organization are considered one of the
important tasks facing every society.
A family is a social group that forms a community
of people who belong to it and are connected by
blood ties. According to its dictionary meaning, a
family is recognized as “a small group of people
based on marriage or blood ties, a common
lifestyle, moral responsibility and mutual
assistance.” Blood ties consist of parents, children,
and in most cases, adults who are directly related
to the family - grandparents.
By age, students studying in higher educational
institutions (HEI) are considered to have their own
family or are about to start a family. Therefore,
they need to have competencies related to the
family farm and its effective management. On the
basis of market production, strong competition
arises, the type and volume of socio-economic
needs increase, this demand is of particular
relevance. It is necessary that the general
educational process, including teacher education,
organized in higher educational institutions, be
able to contribute to the formation of students'
knowledge, skills and competencies related to the
family economy, its effective management,
ensuring a mutual balance between income and
family activities, creating additional sources of
income.
Research methods
Research methods: study the literature on the
basics of pedagogical, psychological and economic
knowledge and the content of scientific research
conducted in the relevant areas; questionnaire;
test; conversation; pedagogical observation;
modeling; pedagogical experience; mathematical-
statistical method.
Results and its discussion
RESEARCH ARTICLE
Open Access
Abstract
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In the process of pedagogical education, the
duration of improvement of competencies
regarding the family economy in students is
considered the process of pedagogical activity,
which
is
consistently,
continuously
and
systematically organized on the basis of a specific
goal in the period involving a period including a
bachelor's or master's degree.
The main subjects in the organization of the
process are teachers of pedagogical disciplines.
Their knowledge of not only pedagogical, but also
the basics of economic knowledge, theoretical and
practical experience in the effective organization of
a family economy allows us to achieve the expected
result. In addition, for the effective promotion of
the planned process, it is important for the
interaction of pedagogical subjects with teachers
of a number of subjects - "Fundamentals of
Economic Knowledge", "Technology", "Applied
Arts", law and mathematics. Also, in improving the
competencies of students related to the family
economy, teachers of pedagogical disciplines work
on themselves, have experience in independently
acquiring economic knowledge, and have
analytical skills, which is a guarantee that the
planned process will take place in a certain
sequence and be effective. In the process of
pedagogical education, the improvement of the
competencies of students related to the family
economy was carried out in three areas:
the first direction is the organization of training in
the education system in such a way that a person
can acquire economic knowledge, skills,
qualifications and experience;
the second direction is the decision to integrate the
process of education and spiritual and educational
work in order to enrich the economic knowledge,
skills, qualifications and experience acquired by a
person in the learning process;
the third direction is diagnostics and assessment of
the level of availability (or development) of
competencies related to the family economy
among students.
At the same time, the improvement of the
competencies associated with the family economy
of students is ensured on the basis of creating the
necessary conditions, selecting innovative forms,
methods, tools and technologies.
At the same time, it should be noted that in the
process
of
pedagogical
education,
the
improvement of the competences of students
related to the family economy is considered as a
special process. The peculiarity of this process is
that it is organized on the basis of interaction and
connection of pedagogical education with a
number
of
disciplines,
in
particular,
"Fundamentals of Economic Knowledge", "Applied
Arts", "Technology", jurisprudence, mathematics.
Thus, the available opportunities of these subjects
contribute to the improvement of students'
competencies in relation to the family economy.
In the process of improving the competencies of
students related to the family economy, the
abovementioned interdisciplinary interaction and
connection with teacher education is manifested in
the following (Table 1):
Table 1. Interdisciplinarity and interrelationship in improving the competencies of students
related to the family economy
№
Sciences
Their capabilities
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1.
"Fundamentals of
Economic
Knowledge"
Systematic acquisition of economic knowledge; a
correct understanding of such concepts as the
“consumer basket”, household needs, family budget,
balance of income and expenses; the formation and
development of knowledge, skills and competencies
related to the proper organization of activities in the
areas of family farming, the creation of new sources
of income.
2.
"Applied Arts"
Creation of theoretical and practical knowledge
about the cost and market value of products created
by folk crafts (carpentry, copper, needlework,
blacksmithing, pottery, lullaby, embroidery, carpet
weaving, jewelry, hat making).
3.
"Technology"
The essence of cooking, confectionery, design
(clothing and landscape design), improving
knowledge and skills related to the technology of
organizing activities for them.
4.
Law
Knowledge of their rights and obligations as a
consumer, producer or business entity, development
of competencies related to the use of rights and the
full fulfillment of obligations.
5.
Mathematical
Sciences
Deep mastery of the principles of accounting,
rational management of family finances, the ability
to assess income, profits, expenses, losses over time,
the formation of knowledge and skills to prevent
"family bankruptcy".
In the organization of pedagogical education, as
well as in improving the competencies of students
related to the family economy, as well as with
different subjects, it is based on the relationship
and connection of educational and educational
processes. “
Undoubtedly, the educational effect of
upbringing is conditional, and it is directed
primarily at the subject as an integral person who
is under the influence of existing factors or turns
away from them. “Undoubtedly, the educational
effect of upbringing is conditional, and it is directed
primarily at the subject as an integral person who
is under the influence of existing factors or turns
away from them.
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In the process of teacher education, it is necessary
to explore the possibilities of a number of subjects
taught in higher educational institutions in
improving the competencies related to family
farming. Therefore, attention was paid to the
analysis of the possibilities of the relevant subjects
taught in higher educational institutions operating
in the field of pedagogy.
A number of subjects are taught in higher
educational institutions related to the following
specializations, working mainly in the field of
pedagogy: "Pedagogy", "History of Pedagogy",
"Pedagogical
Excellence",
"Pedagogical
Technology", "Pedagogical Conflictology". Among
them, on the basis of the disciplines "Pedagogy"
and "History of Pedagogy", students are given
concepts related to the organization of economic
education within the following topics, and there is
the possibility of their further enrichment in the
course of seminars and self-study:
1.
Within the framework of the science
"Pedagogy": "Formation of a scientific worldview
and intellectual education of students" ("Economic
education"), "Labor education", "Institutions of
civil society and the foundations of education in the
family" [2], "Content of types of education",
"Family -
personality as a subject of education” [3].
2.
Within the framework of the science
“History of Pedagogy”: “History of Pedagogy as a
Science. “Edu
cation and pedagogical ideas from
ancient times to the 7th century” (in particular,
based on the work “Avesta”), “Education and
school in Movarounnahr in the second half of the
14th and 16th centuries” (in particular, based on
the pedagogical views of Unsurul-Maoliy
Kaykovus), «XIV century. The Development of
Pedagogical Ideas in Movarounnahr in the Second
Half and the 16th Century" (in particular, based on
the pedagogical views of Alisher Navoi),
"Education, school and pedagogical ideas in
Turkestan in the second half of the 19th - early
20th centuries" (in particular, on the basis of
pedagogical views Abdullah Avloni) [4].
Within the framework of these topics, although
economic knowledge is covered on the basis of the
general foundations of economic and family
education, the work "Avesta" and the pedagogical
views of scientists who lived in different periods,
however, at the expense of seminars, as well as
hours allocated for self-study, the family economy
of students and its conduct is an opportunity to
consolidate their knowledge. This requires the
teacher to have a creative approach to the
educational process, creative thinking.
Pedagogical activities aimed at improving the
family and economic competencies of students in
the process of pedagogical education, based on the
study of the wishes of students, taking into account
their needs, include the following areas:
1.
Creation of the family budget, participation
in its management.
2.
Housekeeping (reasonable housekeeping;
organization of subsidiary farming).
3.
Consumer needs (food, clothing, property
(household facilities, vehicles, non-residential
buildings, land, commercial or industrial facilities)
and their satisfaction).
4.
Control of payment and expenses of family
members as a whole (for household and communal
services) and personal (for daily expenses,
personal needs).
5.
Participation in the family division of labor.
6.
Storage and disposal of food products,
household goods, property.
7.
Construction (housing), repair (household
appliances and equipment, vehicles), storage
(work tools) in the household.
8.
Know your rights and obligations as a
consumer and respect them.
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9.
Creation of a family business (production
and service).
These indicated areas indicate that the process of
improving the competencies of students in the
process of teacher education is complex. Each area
requires specific tasks. Especially:
I.
Formation
of
the
family
budget,
participation in its disposal: enrichment of
students' knowledge about the family budget;
inform them about the ways and methods of
effective formation of the family budget; to develop
in students the ability to manage family income
and activities, to ensure a mutual balance between
them.
II.
On
housekeeping
(reasonable
housekeeping;
organization
of
subsidiary
farming): equipping students with knowledge
related to rational housekeeping; develop their
understanding of the effective organization of
subsidiary farming; the formation of students'
skills of rational housekeeping and organization of
subsidiary farming.
III.
On the regulation of consumer needs (food,
clothing, property, possession of household items,
housing, vehicles, non-residential buildings, land,
commercial or industrial facilities): primary and
secondary consumer needs of students (Formation
of concepts about food, clothing, property,
possession household items, housing, vehicles,
non-residential buildings, land, commercial or
industrial facilities); they are primary and
secondary, taking into account family income;
getting used to developing a plan to meet
consumer needs; the formation of students' skills
to regulate the primary and secondary needs of
consumers in difficult situations.
IV.
In terms of control over the payment and
expenses of family members as a whole (for
household and communal services) and personal
(for daily expenses, personal needs): teaching
students the reasonable disposal of personal
expenses; to create in them a clear idea of the total
expenses of the family; accustoming students to
the calculation of family and personal expenses for
one (three, six) months or a year; develop skills in
coordinating the general and personal expenses of
family members.
V.
With regard to participation in the family
division of labor: the formation of the habit of
students to determine and evaluate their place in
the family division of labor; ensure that they have
the skills to understand their responsibilities in the
division of family labor; ensuring that students are
responsible for their participation in the family
division of labor.
VI.
On the issues of safety and disposal of food
products, household items, property: the
formation of students' skills in the storage and
disposal of food products; instill in them a careful
attitude to household items in the family;
formation of students' skills of preservation and
disposal of property.
VII. Construction of housing in the household,
maintenance of household appliances and
equipment, repair of vehicles, maintenance of
labor tools: developing students' knowledge about
domestic housing construction, maintenance of
household appliances and equipment, repair of
vehicles, maintenance of labor tools; ensure that
they have the skills to build a house in the
household, maintain household appliances and
equipment, repair vehicles, maintain working
tools. VIII. Know your rights and obligations as a
consumer, observe them: consolidate students'
knowledge of the rights and obligations of a
consumer; formation of skills to use the rights and
obligations of the consumer in them; development
of consumer culture of students.
IX. On the creation of a family business (production
and service): informing students about the forms
of family business; inform them about the methods
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of starting a family business by studying and
analyzing the internal capabilities of the family; the
formation of students' skills to open a family
business; develop their competencies in creating a
family business.
CONCLUSION
Thus, in the process of teacher education, the
improvement of students' competencies related to
the family economy is a consistent, continuous,
systematically organized process over a certain
period of time - undergraduate or graduate, based
on a specific goal. The main subjects of this process
are teachers of pedagogical disciplines. Their
theoretical and practical knowledge of the basics of
economic knowledge, as well as the effective
organization of the family economy is essential in
organizing the envisaged process. In addition,
independent research to enrich existing economic
knowledge, interaction with teachers of the
"Economic Knowledge Base", "Technology",
"Applied Arts", law and mathematics can achieve
the expected result.
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