Content introduction chapter I. Theoretical and methodological foundations for the application of modern educational technologies in the field of vocational education

The purpose of the work is a theoretical review of modern pedagogical technologies in the practice of vocational education and their use in the development of students' abilities.
Work tasks:

1. 
   To study the theoretical foundations of modern educational and pedagogical technologies.
   
2. 
   Consider the types of modern teaching technologies and their practical application in the system of vocational education.
   

The object of the research is modern pedagogical technologies.
The subject of the research is pedagogical technologies developed and applied in modern pedagogical science.


CHAPTER I.
THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR THE USE OF MODERN EDUCATIONAL TECHNOLOGIES IN THE FIELD OF VOCATIONAL EDUCATION

1 . 1 General characteristics of vocational education: concept, features and current trends

Vocational education is one of the most capacious components of the Uzbekistan education system. The importance of vocational education is determined by the need to master the experience of labor activity, which underlies the development of the productive forces of society.
The system of vocational education in Russia includes a network of professional institutions that carry out the educational process and implement relevant educational programs. The obligatory minimum of the content of each main professional educational program (for a specific profession, specialty) is established by the state educational standard.
The following levels can be distinguished in the system of vocational education.
Primary vocational education aims to train skilled workers in all major areas of socially useful activity on the basis of general basic and secondary education. Personnel training is carried out both in production and in an educational institution. The following systems and education centers operate for the training of workers

Apprenticeship system in production. Apprenticeship can be individual or group, carried out under the guidance of an instructor or mentor. At the end of the training period - qualification tests with the performance of professional tests. · Course preparation in educational-course complexes and centers. It provides an opportunity to gain deeper specialized and theoretical knowledge than in the conditions of apprenticeship. The course form of training can be used for retraining of personnel.
Vocational school is the main form of initial vocational training and retraining of workers. The didactic system of a vocational school includes three components: general education, general professional and special training. In accordance with this, theoretical and practical classes, industrial training and industrial practice are organized. The term of study on the basis of a basic school is 3 years, on the basis of a complete secondary education - 1 year. Graduates are issued a diploma on mastering the profession and a certificate of secondary education (those studying at the base of 9 classes).
Vocational lyceum - a state educational institution of primary and secondary vocational education, the main form of systematic training of specialists with an advanced level of qualification. Lyceums are characterized by a clearly defined specialization (highly specialized or multidisciplinary orientation). education involves the implementation of the 2nd and 3rd stage of education.
Secondary vocational education. It aims to train mid-level specialists, meet the needs of the individual in deepening and expanding education on the basis of basic general, secondary general or primary vocational education. Educational institutions of secondary vocational education are:
Technical schools (industrial, construction, transport, agricultural, economic, etc.);
Schools (pedagogical, medical, musical, nautical, military, etc.);
special schools (for example, a police school);
professional colleges (implement secondary vocational education, as well as retraining and advanced training of specialists);
departments (faculties) of secondary vocational education at universities

The terms of study in secondary specialized educational institutions on the basis of basic general education are three to five years, on the basis of complete secondary education - two to three years

Higher professional education is aimed at training and retraining specialists of the appropriate level, meeting the needs of the individual in deepening and expanding education on the basis of secondary general, secondary vocational education. In accordance with the Law of the Uzbekistan Republic “On Higher and Postgraduate Professional Education” (1996), the following types of higher educational institutions are established in the Uzbekistan Republic:
Institute (carries out training, retraining and advanced training of employees for a certain area of professional activity: engineering, pedagogical, legal, economic, etc.);
academy (performs the same tasks as an institute, plus training, retraining and advanced training of highly qualified workers);
university (implements educational programs of higher and postgraduate professional education in a wide range of areas, and also performs functional and applied research in a wide range of sciences)

The following levels of higher professional education have been established in the Uzbekistan Republic:
bachelor's degree (duration of study is at least four years, a bachelor's degree is issued);
a certified specialist (a period of study of at least five years, a diploma of a specialist with a higher professional education is issued);
Master (study period of at least six years, a master's degree is issued).
Postgraduate professional education provides citizens with the opportunity to improve the level of education, scientific, pedagogical qualifications on the basis of higher professional education. The system of postgraduate professional education includes:
postgraduate studies (preparation of candidates of sciences, the term of study is 3 years);
doctoral studies (preparation of doctors of sciences, duration of study is 3 years);
internship and residency at medical higher educational institutions;
academies, institutes, faculties of advanced training at universities
Modern requirements for personnel training in the system of vocational education
The requirements for training personnel in the system of vocational education are determined by the following trends in the development of modern society.

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  · Accelerating the pace of development of society, expanding opportunities for political and social choice, which makes it necessary to increase the level of readiness of citizens for such a choice;
  
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  · The transition to a post-industrial and information society, a significant expansion of the scale of intercultural interaction.
  
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  · The emergence and growth of global problems that can only be solved as a result of cooperation within the international community.
  
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  Dynamic development of the economy, increased competition, reduction in the scope of unskilled and low-skilled labor, deep structural changes in the field of employment [14]
  

The main task of the vocational education system is the training of professionals with not only professional competence and qualifications, but also key qualifications and key competencies.
Key qualifications are general professional knowledge, skills and abilities, as well as the abilities and qualities of a person necessary to perform work in this group of professions. Key qualifications determine the productive implementation of integrative activities. Typical for professionals. For example, considering the substructure of professional qualities "professional orientation" in accordance with the four-component professionally determined structure of the personality of a specialist E.F. Zeer, can be singled out as a professionally conditioned key qualification “Social and professional abilities: readiness for cooperation, focus on achievements, success and professional growth, corporatism, reliability, social responsibility, etc.”
Key competencies are intercultural and intersectoral knowledge, skills and abilities necessary for adaptation and productive activity in professional communities. Key competencies determine the universality and socio-professional mobility of professionals. They allow you to successfully adapt in social and professional communities. For example:

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  social competence is manifested in the ability to take responsibility, develop solutions and participate in their implementation, tolerance, manifestation of the conjugation of personal interests with the needs of production and society;
  
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  Communicative competence is manifested in the possession of oral and written communication technologies in different languages, in the use of computer technologies for organizing interaction;
  
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  Cognitive competence is manifested in the readiness to constantly improve one's educational level, in the need to update and realize personal potential, in the ability to self-learn;
  
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  Information competence implies the possession of an information resource, knowledge of technologies for selecting and processing information.
  
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  Special competence implies readiness for independent, creative performance of professional functions [19]
  

Modern trends and directions of development of vocational education
Among the most important trends in the development of the vocational education system, one can single out continuity, integrativity, standardization, democratization, and globalization of education. They are interconnected with each other. The dominance of each of them is due to the level of adaptation of the vocational education system to the process of development of modern society.
Continuity of education is a concept that embodies the humanistic idea of creating conditions for the full development of a person's abilities throughout his life. In considering the stages of a person's life, the traditional division of life into periods of study, work and professional deactivation is eliminated. Continuing education means a lifelong process in which the integration of individual and social aspects in the activities of the individual plays an important role.
The integrativity of education is a trend that first began to manifest itself in the 80s of the XX century in the development of educational programs under the influence of scientific and technological progress. Achievements in science and technology, the interdependence of their development contributed to the emergence of new technologies, new tools, new information processing systems. This contributed to integrated teaching and the transfer of scientific and technical knowledge.
Standardization of education. This trend in the development of the vocational education system is associated with the need to implement the continuity and succession of education. Standardization of vocational education allows:

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  · establish a basic level that ensures the continuation of education, the required minimum level of qualification of a worker or a professional specialist;
  
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  · improve the quality of specialist training by expanding the professional profile, universalizing the content of education, monitoring the activities of educational institutions;
  
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  · streamline the regulatory and legal aspects of the training of all subjects of the vocational education system, establish a successive relationship in the context of continuous education;
  
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  · ensure the competitiveness of vocational education in the context of changes in the structure of the sphere of employment in modern society.
  

The Concept for the Modernization of Uzbekistan Education for the Period up to 2010 defines the directions for the development of vocational education.
As an example of general trends in the development of vocational education, the following areas can be cited.

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  1. Modernization of the structure of the content of vocational education in accordance with the requirements of the main industries, services, culture, army, civil service, etc. labor markets, as well as the prospective needs of their development.
  
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  2. Creation of a flexible, dynamic system of vocational education based on the diversification of educational programs, forms of management and teaching technology. Integration of professions and specialties with a reduction in their number.
  
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  3. Changing the purpose of vocational education: from arming with professional knowledge and skills - to the professional development of students, from the training of a narrow specialist - to the training of a professional with social, communicative, informational, cognitive and special competencies (competence-based approach in vocational education).
  
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  4. Ensuring the advanced nature of vocational education, which is based on the idea of professional development of the individual, which forms its professional mobility and readiness to master new, promising technologies and professions.
  
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  5. Development of a network of innovative educational institutions that provide an increased level of professional education (lyceums, colleges, educational complexes, etc.).
  
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  6. Implementation of various models of integration of primary, secondary and higher vocational education, development of succession, multi-stage training of personnel, including training at universities on reduced programs. Development of a system of continuing professional education.
  
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  7. Development of a network of non-state educational institutions while strengthening state control over the quality of their implementation of state programs.
  
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  8. Use of active, developing learning technologies. Computerization of the learning process, development of Internet education, distance learning, open professional education technologies, creation of electronic textbooks, libraries, didactic teaching aids.
  
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  9. Improving the moral, civil, patriotic education of students. The formation of their civil, aesthetic, professional and everyday culture, as well as a healthy lifestyle. Active struggle with such negative phenomena as alcoholism, drug addiction, etc.
  
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  10. Expansion of international cooperation in vocational education, integration into the global educational space.
  
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  11. Development of scientific research on the problems of vocational education, support for promising scientific schools and areas, including through the system of grants [18]
  

In modern standards of vocational education, the emphasis is on the development of personality traits and skills necessary for a young specialist to ensure their own competitiveness in the labor market: the development of self-educational skills, the ability for independent analytical assessment of the situation, for self-analysis and self-control in professional activities, i.e. formation of competencies in the field of self-education and self-development. In modern pedagogical science, new technologies are considered as a didactic means of activating cognitive, creative activity, developing creative abilities and, at the same time, forming certain personal qualities [21]
Summing up all of the above, it can be argued that the development of vocational education is interconnected with the processes of modernization of the Uzbekistan education system. Renewed education should play a key role in ensuring the sustainable dynamic development of Uzbekistan society - a society with a high standard of living, civil law, professional and everyday culture. And modern pedagogical technologies should help him in this.