Volume 04 Issue 11-2024
161
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
11
P
AGES
:
161-168
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Activity on cooperation of secondary general educational institutions with higher educational institutions on the basis
of cluster approach, joint activity of the head of educational organisation, distinctive features of educational cluster,
study of teachers' needs in interaction with educational institutions, level of pedagogical and psychological training
of teachers, effective management of innovation processes in educational institutions.
KEYWORDS
Cluster approach, clustering, innovative process, integration, social competence, methodological competence,
psychological competence, informational competence, creative competence, innovative competence, "IT-Nation"
program.
INTRODUCTION
The cluster approach requires integrating several
interrelated activities around a common goal, which
necessitates precise calculations and scientific
solutions, resulting in guaranteed scientific and
theoretical projects. Only then can the cluster
approach gain the confidence of its subjects. The
cluster approach cannot be implemented in the
collaborative activities of educational organizations
Research Article
COLLABORATION ACTIVITIES OF VOCATIONAL EDUCATION
INSTITUTIONS WITH HIGHER EDUCATION INSTITUTIONS BASED ON A
CLUSTER APPROACH" IN ENGLISH
Submission Date:
November 15, 2024,
Accepted Date:
November 20, 2024,
Published Date:
November 25, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue11-21
Sh.P. Polatov
Associate Professor at the Department of "Educational Management" of the Tashkent State University named
after Nizami, Candidate of Philosophical Sciences, a mentor for youth honored in Uzbekistan, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 11-2024
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American Journal Of Social Sciences And Humanity Research
(ISSN
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VOLUME
04
ISSUE
11
P
AGES
:
161-168
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
through bureaucratic and administrative commands. It
can only be effectively carried out based on the
voluntary goodwill of the subjects involved.
In education, the cluster approach represents an
innovative process in our national pedagogy,
encompassing not only the integration processes
between types of education but also between science,
education, and production, as well as the innovative
management of education and related fields involving
educational tools and forms. According to Harvard
Business School Professor Michael Porter, an expert in
studying competitive opportunities, clusters should
have the following common characteristics:
•
Existence of research institutions;
•
Availability of work resources;
•
State of competitiveness;
•
Industry affiliation;
•
Existence
of
specialized
educational
institutions, etc.
In pedagogy, "cluster" is also referred to as a network
method technology, and this method is understood
within the framework of logical thinking and general
reasoning.
In this regard, the educational institution leader must
possess the following competencies to implement
collaborative activities: Social competence
–
the ability
to demonstrate activity in social relationships, skills in
communication, and the ability to engage in dialogue
with subjects in professional activities.
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04
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OCLC
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Publisher:
Oscar Publishing Services
Servi
Psychological Competence
–
the ability to create a
healthy psychological environment during the
educational
process,
to
establish
positive
communication with students and other participants in
the educational process, and to recognize and resolve
Unique Features of the Educational Cluster
Natural
Correlation
CONTINUITY
AND
DISCONTINUI
TY
Investigatio
n
Hereditar
y
The Naturalness
of Issues Related
to Cooperation
and Correlation
Between Subjects
Forming a
Chain of
Interdependen
ce Among
Subjects
The Trend of
Subjects
Moving from
Simple to
Complex
Achieving Regular
Satisfaction of the
Need for Qualified
Pedagogical Staff
Directednes
s
Commonalit
y of the Goal
Particularit
y of
Interests
Mutual
Control
The Clear Goal
Orientation of Every
Activity Being
Implemented Within
the Cluster Framework
The Unification
of Subjects
Around a
Common Goal
Being Interested
from Legal,
Social, and
Economic
Aspects
Creating an
Integrated
System of
Interaction
Among
Subjects
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various negative psychological conflicts in a timely
manner.
Methodological Competence
–
the ability to organize
the educational process methodologically, to properly
define the forms of educational or upbringing
activities, to select scientific-methodological methods
and tools appropriately, to effectively apply methods,
and to successfully use educational tools.
Informational Competence
–
the ability to search,
collect, sort, process, and purposefully, appropriately,
and effectively utilize necessary, important, and useful
information within the information environment.
Creative Competence
–
the ability of leaders and
teachers to demonstrate a critical and innovative
approach to activities during the educational process,
showcasing their creative skills.
Innovative Competence
–
the ability to improve
indicators that raise the quality of education, to
promote innovative ideas aimed at enhancing the
effectiveness of the educational process, and to apply
them effectively in practice.
Communicative Competence
–
the ability of all
participants in the educational process, including
teachers, to engage in sincere communication with
students, to listen effectively, and to exert a positive
influence on them.
School Cluster (Educational Organization Cluster)
–
the
collaboration between general secondary education
institutions (often referred to as vocational education
institutions) and higher education institutions
(referred to as universities) to work together for
various purposes: preparing teachers with high
competence, preparing students for the process of
studying at universities, and supporting the application
of conducted research directly in the classroom. The
Technical University of Munich had previously unified
several neighboring schools based on this concept.
This system later became widely recognized as the
term "school cluster." To establish this, the initial step
is to create a central school that serves as a
coordinator, with that university as a permanent
contact point. This university will also serve a
multiplicative role within the framework of the cluster
approach.
Objects of the Educational Cluster
–
these may be
organizations (universities, business structures,
educational institutions, etc.) or a combination of
structures participating in resolving specific tasks. The
composition of the participants in the educational
cluster (its objects) can be filled based on the situation.
Infrastructure of Educational Organizations
–
a list of
measures to ensure the modern school infrastructure
based on a cluster approach should include developing
relationships among educational institutions and
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organizations across various fields such as culture,
healthcare, sports, business, and more.
In organizing collaborative activities based on the
cluster approach, several educational institutions unite
and
interconnect
their
resources.
Alongside
educational institutions, out-of-school organizations
(employment centers, training centers, etc.), local
industrial enterprises, and various social organizations
can also be included. In this way, schools in the region
enhance their interrelations and achieve effective
organization of communication with universities
without complicating organizational matters. Events
conducted by universities in remote areas are deemed
more beneficial.
The primary goals intended in organizing this
collaborative activity include:
•
Improving communication opportunities in the
implementation
of
innovative
ideas
between
universities and vocational education institutions.
•
Creating conditions for teachers of vocational
education institutions to directly utilize the existing
resources of universities, including resource centers,
modern ICT, and laboratories, as well as university
professors and teachers.
•
Establishing
and
organizing
mutual
cooperative
relationships
between
educational
institutions and employers and other organizations,
thereby providing targeted job placements for
graduates and ensuring their employment.
In cooperation with vocational education institutions,
developing a strategy based on diagnostic analyses for
studying the needs for teachers involves:
•
Monitoring the growing student div in
vocational education institutions (the increasing
number of classes), considering retiring teachers, and
developing a monitoring system for at least three to
five years. This may involve forming memoranda with
higher education institutions.
In this regard, it is recommended for university
professors to collaborate with vocational education
institutions to carry out the following activities:
•
Organizing
open
communications
and
discussion circles with teachers, parents, and students.
•
Developing plans and programs for engaging
talented and intellectually capable children in research
activities and conducting classes.
•
Establishing
clubs
for
"Sharp-Minded,
Intellectually
Capable
Students,"
organizing
consultative sessions on relevant topics, and helping
them develop skills for engaging in scientific research.
•
Conducting KVN (Club of the Funny and
Inventive) and scientific-practical discussions with
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Oscar Publishing Services
Servi
exemplary students from higher education institutions
and intellectually capable students from schools.
•
Preparing and conducting scientific-practical
seminars for university professors and capable
students in collaboration with higher education
institutions, linking them with intellectually capable
and sharp-minded students.
•
Identifying gaps in the use of scientific,
pedagogical,
psychological,
didactic,
and
methodological methods by teachers (educators) and
outlining ways to fill these gaps.
•
Organizing scientific-theoretical, practical,
methodological, and targeted training for working
with gifted children.
•
Collaborating to prepare talented students in
mathematics and chemistry for international science
Olympiads in general education institutions.
•
Preparing recommendations for computer
science teachers in general education schools related
to the implementation of the "IT-Nation" program,
which aims to revise the teaching curriculum in
computer science.
•
Organizing videoconferences on educational
topics in modern innovative directions.
A mechanism should be developed for organizing such
traditions, with specific tasks and programs defined.
The relevant departments of higher education
institutions should aim to theoretically and practically
support the organization of seminars and defenses of
scientific-research projects prepared by students.
One of the major problems faced by teachers in
vocational education institutions is the inadequate
level of their pedagogical-psychological preparedness
and teaching methodology, as well as the existence of
conflicts between teachers and students, and the
insufficiently friendly relationships among them. To
address these issues, the National Pedagogical Center
and qualified, experienced specialists from the
relevant departments of higher education institutions
can organize special training seminars, seminar-
training sessions, debates, and intellectual games.
Vocational education institutions are focused on
achieving the established goals, engaging in activities
related to innovative ideas that have successfully
passed preliminary trials, incorporating both primary
and auxiliary educational processes, and creating
processes that provide the necessary conditions.
In this context, the developmental processes of
vocational education institutions, linked to activities,
are aimed at enhancing teachers' teaching capabilities
and achieving higher quality outcomes based on this,
thus increasing its effectiveness, where the teacher's
self-improvement plays a crucial role.
As a specialist, a teacher should:
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Publisher:
Oscar Publishing Services
Servi
•
Improve the pedagogical process based on
clear goals and aspirations.
•
Increase the effectiveness of the pedagogical
process and their own work engagement.
•
Continuously acquire and update pedagogical
knowledge.
•
Stay informed about advanced innovative
technologies, methods, and tools.
•
Effectively apply the latest scientific and
technological innovations in their activities.
•
Enhance
their
professional
skills
and
qualifications.
•
Seek ways to prevent and address negative
pedagogical conflicts, demonstrating their efforts to
self-improve.
The direct collaboration of the relevant departments of
higher
education
institutions
with
vocational
education institutions is essential in the pedagogical
field.
Research on the typology of teachers, their
professional behavior, and their impact on students, as
well as issues related to managing small groups, are
fundamental to studying teacher activities and
understanding
how
pedagogical
relationships
between teachers and students change over time,
reflecting the necessity for ongoing research in our
contemporary world.
The initial conditions for the effective implementation
of innovative models in educational institutions
include:
•
The presence of common goals.
•
A convenient and democratic nature of the
management structure.
•
The horizontal coordination of systems
through an information exchange system.
•
High professional competence of leaders
(mastery in their field).
•
A psychologically healthy environment within
the team.
•
Measures
that
ensure
the
effective
participation of educators in innovative activities.
To effectively manage innovative processes in
educational institutions, the following requirements
must be met:
•
Implementing the integration of existing
technologies for innovative management in the
educational system.
•
Introducing a systematic approach to ensure
the relevance of specialized educational programs in
general secondary education.
Volume 04 Issue 11-2024
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Publisher:
Oscar Publishing Services
Servi
•
Having convenient, developing, and innovative
activity models that align with the management
subject, object tasks, and structure.
CONCLUSION
In conclusion, it should be emphasized that the
integration of all major forms of innovations in
education requires the establishment of a refined
educational
program,
ensuring
the
effective
implementation of scientific and practical innovations,
and developing a management structure enriched with
developmental indicators.
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