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HOW THE COMPETENCY-BASED APPROACH SERVES AS AN EFFECTIVE
EDUCATIONAL FACTOR
Nizamova Umida Sandjarovna
doctor of philosophy in pedagogical science (PhD)
Andijan state technical institute
E-mail:
Mobile: +998889971107
Annotatsiya:
The article is devoted to the essential factors of increasing competency-based
approach in foreign language learning and productivity in higher education. We study the
content of productive foreign language education and the improvement of the appropriate
methodical model that allows updating educational resources in this scientific field. The aim of
the article is to determine the leading principles, methodological conditions and technological
features of the productive foreign language learning by analyzing the classical and modern
pedagogical practice, to develop the concept of the productive approach and the appropriate
methodological model as the contemporary educational format. To substantiate the relevance of
the study, a content review of educational programs was conducted, which made it possible to
draw conclusions about the possibility of introducing the productive approach into the
educational process. Theoretical and practical aspects of the studied issue were investigated in
the process of the productive approach implementation. In order to promote an effective teaching
productive approach can be introduced into the learning process as a basic element of the
implementation of the competence paradigm of education.
Keywords:
Competency Based Education, teaching approach, methods, productivity,
professional competences, skills.
The process of reforms carried out in various spheres of the Republic of Uzbekistan was an
impetus to the implementation of great works on increasing the effectiveness of practical use of
foreign languages, paying the main attention to the improvement of students ' ability to use them
wisely and productively in the social environment, further improvement of Foreign Language
Teaching in all higher educational institutions Since the education of an educated, qualified and
comprehensively mature individual to our society is the main task of education, it is worthwhile
for the educators to have the necessary competences. The competency approach in education is
aimed at achieving certain results and mastering important competences. Competency is formed
depending on the upcoming professional activity. In such conditions, the educational process
will have a new meaning, it will become a process of learning and teaching, that is, the use of a
foreign language in the fields of independent study of professional and social competence,
social-Labor, cultural, household and cultural leisure will be achieved.
In particular, serious attention was paid to the fact that the youth of our country perfectly master
several foreign languages, have the necessary knowledge and skills in various fields, be able to
freely communicate with foreign contemporaries and colleagues in the framework of their field
of study and development.
It is known that language is a means of interacting different nationalities and nationalities with
each other. Therefore, from time immemorial, great attention has always been paid to the study
of foreign languages; language teaching methods have also been regularly improved. It is worth
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noting that the reforms carried out in the field of education in our country have also made
positive changes in the teaching of foreign languages.
According to scientific sources, The Specialists of the field recognized that it is possible to
combine all the requirements according to the type of activity into the following three groups: [8;
33-57]
special competence necessary for solving theoretical and practical issues in National Science
and specialty Sciences;
Pedagogical methodological competence, providing training of educators for pedagogical and
methodical activities.
There are several approaches that have been used and improved to this day in the effective study
of foreign languages in the countries of the world. G.V.Rogova offered 5 approach such as:
(Conscious approach), (Practical approach), (Structural approach), (Situational approach),
(Different approach). [9]
The organization of the educational process on the basis of a modular competency-based
approach in higher education is the sum of the professional competences of the educator as the
goal of education, and as a means of achieving it is the modular construction of the content and
structure of vocational education.
In Uzbekistana number of views has been studied on this issue, although the issue of the
approach to the effective learning of foreign languages has not yet lost its relevance.
Professor T. Q.Sattorov also classified the approach in his scientific work into didactic,
psychological and linguistic groups:
1. Didactically: stratified, systematic, structural, individual and other approaches without holistic
(complexity).
2. From a psychological point of view: aimed at cognition, inductive - conscious, activity-
dependent, personality-dependent, predisposed to personality activity and other approaches.
3. From the linguistic side: grammatical, direct, structured, systematic, practical, systematic -
structural, functional, communicative and other approaches. [18; 329]
The lexical approach is applied specifically in the methodology of teaching a foreign
language, which means that it entails the holistic realization of practical, educational, educational
and developmental goals and the joint development of the main types of activities.
In the state standard of Education, which is improved on the basis of the competency approach,
the base and science-based competences that are formed in the students on the basis of the
educational content established in each subject are noted. These compartments consist of
subjects included in the curriculum and require the provision of continuity and continuity of
instructional materials in all types of Education. Doctor of philological Sciences, linguistA.
Nurmonov noted that the concept of competence education puts before language education the
task of forming certain competences in young people, in particular, such as linguistic,
conversational, creative (independent and creative thinking), pragma linguistic. The student's
speech competence is the qualification for the practical use of certain language capabilities.
However, N. A.Muslimov believes that " competence is expressed in the fact that this is the
acquisition of the knowledge, skills and necessary for the implementation of the student's
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personal and social significant professional activity, as well as their use in professional
activities.” The A. X.Mahmudov, on the other hand, describes the competency as “an integral
adjective characteristic of a person that allows him to effectively conduct professional activities
under constantly changing conditions or a specialist.”
For the first time in the middle of the XX century in the field of linguistics N.A.Khomsky
used the term “Competency” distinguishedit as follows. He noted that in the process of using
competence language as a set of knowledge, skills and competences focused on activities, and
the “competence approach” as a factor indicating the effectiveness in education.
However, these concepts entered the educational system of our country in the early 90-ies.
The opinions of specialists in the field are diverse, including merit (J. Jalalov), factorization (T.
Sattorov), skill (in pedagogy), qualification (in psychology) are named by such concepts as. In
dictionaries, this term is described on the basis of different concepts. Below we will dwell on
some of them.
Composition in” Explanatory Dictionary of the Uzbek language " [lat. competere-worthy] 1. The
scope of powers established in official documents of a particular div or official, authority. 2.
The level of awareness of an individual from one area to another, knowledge of this area.
In foreign countries, the term "competency" has also been widely used in such areas as
education, sociology, Business, Economics, and in this regard, well-known scientists E.Zeer,
I.Zimnyaya, V.Ken-Kelik, A.Kiveryalg, N.Fallmina, M.Lukyanova, A.Markova, P.Mironenko,
V.Slastenin, and T.Sorokin.were carried out scientific research. However, in our country,
attention was paid to the term of competence after independence.
As can be seen from the above definitions, the term competency refers to such meanings as
knowledge, skills, dignity, skill, while the competency approach to education is a direction of
education that is aimed at the formation of skills for the effective application of acquired
knowledge, skills and skills in practice.
Competence-based education (CBE) is considered by foreign academics as it is defined as a
system or program of education that measures knowledge, skills and experience in addition to or
using credit hours. The goal is to turn the student into a specialist in a particular field. The main
features of the (CBE) are: to focus on results, to focus on skills development to demonstrate that
they have mastered the competence rather than time-based teaching, that is, the student is
regarded as a learner. This training scheme is aimed at assessing the students what they can do
for the society.
The competency-based learning approach is not a novelty; disciplines such as medicine,
psychology, and engineering are far more advanced in this area. Educational institutions such as
Alverno College, Exselsior College and Thomas Edison State College in the United States
developed programs in the 1970s. Today it has developed and many universities and colleges
have joined this initiative.[5]
This method of Education, which has proved to be successful, has more than 52 programs
launched in the US using a variety of options. (CBE) courses provide flexibility and enable
students to learn at a pace or run that is appropriate for them. Educators can assess whether they
have mastered the competency when they feel ready.
The first step to introducing (CBE) is to understand what the compensation is. This term has
different definitions in the educational and business context.[4]
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The Secretary-General of the United Nations in 1997-2006, Kofi Annan defines
competence as a combination of skills, characteristics and behaviors that are directly related to
successful performance at work. In the educational system, the competence determines what
students can do after completing the program. The main emphasis will be on the application of
their abilities and the correct demonstration. [6]
Specific definition of competence: the student's competence includes three elements:
knowledge, skills and attitude. These components are combined to perform certain activities with
measurable results that clearly show what the learner is capable of. The compensation includes a
set of resources and abilities that an individual can acquire in order to perform a particular task
Competences can be classified as disciplinary (disciplinary) or transversal (transversal).
The first, as the name suggests, includes powers that belong to a particular discipline. The latter
are also referred to as general concessions, that is, competencies that are common to different
areas of education, for example. It includes critical thinking, effective communication, ethics, etc.
In some cases, one course may include the above-mentioned compensations.[19]
Education based on competence requires special and non-standard methods of teaching.
The methods of teaching cat should be self-directed to the students, should be able to apply
what is being taught in practice and should correspond to their acceptance methods. These
activities require continuous practice, since the acquisition of competences is a continuous
process; this ensures the strengthening of new skills and the transition to long-term memory. The
process of qualification in students is gradually improved.
Assessment of the competences allows determining the degree of mastering, motivating
students to work to achieve their goals, develop self-correcting and continuous learning skills,
change or improve strategies based on results. [14; 155]
On the other hand, the methods of evaluation include: published articles, tests, projects and
rubrics are educational journals, self-assessment, peer evaluation, and behavior tracking scales.
There are tests for more accurate measurement of educational results, for example: assessment of
the effectiveness of team members, leadership skills test, oral communication skills test, critical
thinking skills test, graduation qualification test, test of English as a foreign language and
general innovation skills exam. [10; 82]
Significant transverse comets are grouped into four categories based on their similarities with the
expected results in student activities:
1. Personal performance: includes skills that help students to have a great impact in any context
in which he or she works, for example, cultural communication, effective communication, self-
teaching, worldly knowledge, personal management, crisis management, leadership and
teamwork.
2. Ethics and legality competences help students to act within the framework of honesty and law,
such as humanitarian and civil participation, legal, stability, professionalism and ethical practice.
3. Supporting competencies increase business efficiency, information technology, T technology,
variable construction, entrepreneurship and virtual compensation.
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4. Competence ensures the proper and perfect execution of the work, for example, critical
thinking, creativity, innovation, the ability to build knowledge, research, decision making,
problem solving and analysis.[1; 50-54]
The development and adoption of competency-based education has been evolutionary and
revolutionary. It was created by such developed countries as the United States, Australia and
Great Britain. Countries that are currently using it in practice with great success
Hence, a competency approach to education is a set of knowledge that provides the basis for
learners to make productive use of the knowledge, skills and skills they have acquired in their
future personal and professional activities. Teaching within the framework of the competency
approach, the student is understood to form a mature individual who is mature in every field,
Broad in world view, thoughtful, able to express his / her opinion in written and oral ways.
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