Mechanisms for assessing the professional competence of educators in the management of vocational educational institutions

Abdulxayeva Xusnidaxon

Maqola sarlavhasi:

Maqolaning birlamchi manbasi o‘qish

Abdulxayeva Xusnidaxon muallifning sertifikati

Abstrakt:

This research investigates the methods employed to evaluate the professional competence of educators in the context of managing vocational educational institutions. The primary aim of the study is to identify effective strategies for assessing the capabilities of teaching personnel and to incorporate these strategies into management practices. A combination of quantitative and qualitative research methodologies was utilized, including surveys, interviews, observations, and the examination of educational documents. The results indicate that the application of diagnostic tools aligned with a competencies model serves as an effective means of evaluating educators' professional competence. It is advised that managers focus on individual characteristics, pedagogical knowledge, and communication abilities during the competence evaluation process.

Tavsif:

The “Action Strategy for the Five Priority Areas of Development of the Republic of Uzbekistan for 2017-2021,” approved by the Decree of the President of Uzbekistan PF-4947 on February 7, 2017, emphasizes enhancing the competitiveness of national workforce and improving the quality of the national higher education system, aligned with global practices. It also outlines the goal of considering the country’s participation in the Bologna Process, which includes mutual recognition of diplomas and the implementation of teacher and student exchange programs. Similarly, the “Concept for the Development of the Higher Education System of the Republic of Uzbekistan until 2030,” endorsed by the Decree of the President PF-5847 on October 8, 2019, defines several key tasks: the integration of digital technologies and modern pedagogical methods into the education process, increasing youth participation in scientific endeavors, combating corruption, raising the share of students pursuing engineering and technical education, the introduction of a credit-modular system, and enhancing practical skills training within academic curricula.