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IMPROVING THE "HARDSKILLS" AND "SOFTSKILLS" OF TEACHERS
IN VOCATIONAL EDUCATION ORGANIZATIONS
D.Tashmukhamedova
Institute for the Development of
Professional Education
Sh.Shukurova
Institute for the Development of
Professional Education
Annotation.
In article is given the concepts of "soft" and "hard" skills and their importance in
the development of a professional in a professional field, and notes the general and specific features
of the approaches to understanding "softskills" and "hardskills" competencies in research in this
area.
Keywords:
vocational education, education organization, teachers, qualifications, "hard
skills", "soft skills", development, skills improvement.
The globalization and digitalization of modern information processes require
serious reforms of world education systems aimed at changing the entire pedagogical
paradigm. The analysis of these systems has shown that improving curricula does not
always lead to a practical increase in the quality and efficiency of the educational
process, and a formal approach to the educational process, divorced from the
requirements of real practical activity, does not contribute to the development of
professional qualifications of teachers of vocational education organizations.
Influential international experts in the field of education propose the harmonious
introduction of two types of competencies into the educational process. These are:
“Hard skills” are professional competencies, and “Soft skills” are universal
(general) competencies. “Hard skills” are a set of knowledge that can be determined
and measured (typing skills, driving skills, English language skills, mathematical
knowledge, computer software skills), while “soft skills” are flexible, malleable skills
that do not have a clear and common unit of measurement (creativity, teamwork
skills, emotional stability, responsibility, initiative, etc.).
“Hard skills” require specific knowledge of a specific profession to obtain, and
the presence of these skills is determined by conducting an exam. Now, a teacher
who is able to develop the ability to adapt to new living conditions in teaching
technologies and learners, that is, who embodies the ability to critically assess
problems and find ways to solve them, analyze the situation, adequately change their
activities, master communication tools, obtain and use information, and make rational
choices, in short, those with "soft skills" meet the requirements of a modern school
[1].
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“Soft skills” - “soft” competencies (creativity, communication skills, teamwork,
determination, critical thinking, etc.) are often interpreted as personal qualities, traits,
abilities, since they are directly related to a person’s character and life experience. In
order to understand the meaning and essence of the concept of “soft skills”, we turned
to the Wikipedia encyclopedia. According to it, “Soft skills”, also known as power
skills, general skills, essential skills or basic skills, are psychosocial abilities that are
usually applicable to all professions. These include: critical thinking, problem
solving, public speaking, professional writing, teamwork, digital literacy, leadership,
professional attitude, work ethics, career management and intercultural fluency. This
is different from hard skills that are specific to individual professions. The term "soft
skills" was coined by the US Army in the late 1960s.
This refers to any skill that does not require the use of a machine, and although
military activities include many important activities in this category, it has not yet
been fully catalogued and studied for the military, what is needed to win wars, lead
groups, motivate soldiers is understood as a set of social skills. According to research
conducted by Harvard and Stanford Universities, which are among the leading
educational institutions in the world, only 15% of career success is due to "hard
skills" and 85% - "soft skills".
Based on this, it is shown that it is important for future teachers to acquire these
"soft skills" in order to become mature specialists in their future professional
activities. In the 21st century, soft skills are a key and priority in the international
labor market, a prerequisite for employment and success in life. Nobel Prize-winning
economist James Hackman argues that “soft skills predict success in life, they are not
accidental successes, and programs that strengthen soft skills have an important place
in the portfolio of effective public policies” [2].
The importance given to the subject by employers of the world's largest
companies is evidenced by the fact that soft skills are now as important as GPA (once
considered the most important factor in making a decision). Therefore, the need to
teach soft skills has become a major concern for educators and employers around the
world.
“Developing soft skills is much more difficult than developing hard skills,
because it requires constant active interaction with others and a willingness to receive
behavioral feedback.” While hard skills can be learned from a book or through
individual training, soft skills require the participation of the environment and other
people in order to be mastered. Therefore, learning soft skills does not depend on a
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single individual, as it is influenced by various unpredictable factors, obstacles and
challenges.
According to research, the key professional development skills of a 21st century
teacher include:
1. Critical Thinking.
Critical thinking skills are the ability to think logically,
analyze data, and make evidence-based decisions. This ability allows a teacher to
make informed decisions and prioritize the interests of students and align with
educational goals and standards, helping to explore personal perspectives and work
on strengths and weaknesses to increase student engagement.
2. Communication.
Communication skills include the ability to clearly express
personal thoughts and actively listen. It includes verbal and nonverbal
communication: speech, writing, and div language (gestures, facial expressions, eye
and div movements).
3. Leadership.
The Department of Education states that teachers who
demonstrate leadership skills are more likely to remain in their profession and have a
greater impact on their students, especially when it comes to actively organizing and
managing the learning process.
4. Creative thinking.
Creative thinking means developing new ideas and using
innovative teaching methods to make learning more interesting and effective.
5. Conflict resolution skills.
Managing disagreements and conflicts in the
classroom is essential to maintaining a positive learning environment. It is essential
for teachers to have these skills to maintain this positive learning environment.
6. Responsibility and dedication.
Responsibility and dedication are traditional
and modern teaching skills. Being committed to your profession as a teacher means
going beyond the call of duty and fully engaging in your profession. At the same
time, it means taking advantage of ongoing professional development opportunities,
attending seminars and conferences, and constantly looking for ways to improve your
teaching skills and for the success and well-being of your students.
7. Digital literacy.
Modern education requires the use of digital technologies in
the learning process, so it is becoming a key professional development competency
for teachers. It is necessary to develop knowledge and skills to use technical
equipment and understand how to apply technology in education and school
management [3].
In conclusion
, it is worth noting that improving the "hardskills" and "softskills"
of teachers in vocational education organizations, developing critical and creative
thinking, communication and leadership skills, professional responsibility and
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dedication, problem and conflict resolution, as well as forming primary "soft and hard
skills" such as digital literacy, and developing this "set of skills" in practice and
during the educational process play a major role in training highly qualified middle-
level specialists in modern vocational education organizations.
References:
1.
Heckman, James J. and Kautz, Tim, Hard Evidence on Soft Skills. IZA
Discussion
Paper
No.
6580,
Available
at
SSRN:
https://ssrn.com/abstract=2080324 or http://dx.doi.org/10.2139/ssrn.2080324
2.
Lipatnikova I.G. Activity-based modular training of students of pedagogical
universities in the context of reflective activity // Bulletin of Tomsk State
Pedagogical University. - 2006. - Issue. 3 (54). - P. 65-69.
3.
Kushnareva I.V., Alekhova E.S., Fursov V.A. Application of motivational tools
of personnel management in ensuring personnel security / I.V. Kushnareva, E.S.
Alekhova, V.A. Fursov // Economy and Entrepreneurship. - 2020. - No. 5 (118). -
P. 1263-1267.
