FORMATION OF ENTREPRENEURIAL SKILLS IN STUDENTS OF VOCATIONAL EDUCATION, COLLEGES, TECHNICAL SCHOOLS, AND VOCATIONAL EDUCATIONAL INSTITUTIONS BASED ON LEARNING OUTCOMES, PEDAGOGICAL AND FOREIGN EXPERIENCE

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 188 FORMATION OF ENTREPRENEURIAL SKILLS IN STUDENTS OF VOCATIONAL EDUCATION, COLLEGES, TECHNICAL SCHOOLS, AND VOCATIONAL EDUCATIONAL INSTITUTIONS BASED ON LEARNING OUTCOMES, PEDAGOGICAL AND FOREIGN EXPERIENCE A.E. Narbayev National Center for Knowledge and Innovation in Agriculture, Head of the Samarkand Regional Center https://doi.org/10.5281/zenodo.17852425 Abstract. The article considers the current issues of teaching the basics of thrift to students of vocational education for the formation of entrepreneurial activity. Modern pedagogical approaches to the development of entrepreneurial competencies among students are analyzed. A number of methods and forms of teaching entrepreneurship and thrifty production are proposed. The need to introduce special educational programs for students of various educational fields is substantiated. Keywords: entrepreneurship, students, savings, pedagogical mechanisms, educational programs. Introduction. The modern economy needs qualified specialists with entrepreneurial knowledge, skills and mindset. In this regard, the most important task of professional education is to form entrepreneurial activity among students and develop their skills during the educational process. At the same time, it is equally important to instill in future specialists the principles of lean production, which will allow them to optimize business processes. The purpose of this article is to analyze effective pedagogical mechanisms for solving these urgent problems. Methods and literature analysis. The following methods were used in the research process:  Analysis of psychological, pedagogical and methodological literature on the research problem;  Generalization of the best practices of Uzbek and foreign professional educational institutions in the field of educational programs of college technical schools in the field of entrepreneurship;  Questioning students of various specialties to assess the level of entrepreneurial competencies;  Pedagogical experience in implementing an author's program for teaching the basics of entrepreneurship and lean production. 235 students of 2 technical and humanitarian courses participated in the study. In the modern conditions of a competitive economy, graduates of college technical schools who are able not only to qualitatively perform professional tasks, but also to organize their own business is in demand. Therefore, many professional colleges and technical schools include special courses and programs on the basics of entrepreneurship in the process of vocational education. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 189 A number of researchers justify the feasibility of teaching students to economical production, regardless of their chosen specialty. This approach allows you to form a culture of rational thinking and economical use of resources. At the same time, the issues of comprehensive application of pedagogical methodologies for the formation of students' entrepreneurial skills and awareness of situations in processes and training in economy in practice have not been sufficiently studied. On January 28, 2022, the President of the Republic of Uzbekistan announced seven directions of the Strategy for the Development of Uzbekistan, the 3rd of which is aimed at ensuring the rapid development and high growth rates of the national economy. The government is focusing on transforming all sectors of the country and adapting them to a market economy. The goal is to make market mechanisms that lead to a competitive environment more and more active. These changes in Uzbekistan require the vocational education system to implement corresponding reforms. It would be appropriate if vocational education institutions set a goal to develop their development concepts based on the priority areas set by the government for the period. Then vocational education would serve as a benchmark in the formation of entrepreneurial skills in students of colleges, technical schools, and vocational institutions. Professional education in colleges, technical schools, vocational educational institutions in the formation of entrepreneurial skills by 2030 a) Step-by-step implementation of the concept of "Professional education in colleges, technical schools, vocational educational institutions 3.0", which involves establishing an integral link between education, science, innovation and the commercialization of research results projects in the formation of an entrepreneurial environment. b) To ensure that teachers and professors of vocational education institutions, scientific staff, and students of colleges, technical schools publish articles in prestigious international scientific journals and increase the citation index of articles, as well as to gradually include scientific journals of the republic in the international scientific and technical database and to introduce dual education in accordance with world standards, as well as the experience of Germany, c) To organize technoparks, foresight, technology transfer, and accelerator centers in colleges, technical schools, and vocational education institutions, and to raise them to the level of centers for analyzing and forecasting the socio-economic development of relevant sectors, industries, and regions; d) Establishing training of personnel according to German international standards in vocational education, professional education, colleges, technical schools, and vocational schools in the formation of entrepreneurial skills in students, based on the needs of economic sectors and social sectors; e) expanding opportunities for high-quality education in vocational education, professional education, colleges, and technical schools, meeting the requirements of innovative development of the economy, new startups by students, and the modern needs of society and citizens; f) Introducing effective mechanisms for ensuring the quality and management of education in vocational education, professional education, colleges, and technical schools; transferring the educational process to a credit-module system. g) increasing the coverage of young people with vocational education by expanding branches and joint programs of foreign vocational education, professional education, colleges, technical schools; h) ensuring a complete transition from the paradigm of theoretical knowledge in vocational education, professional education, colleges, technical schools to the paradigm of the formation of practical skills based on international experience, which is the basis for the SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 190 introduction of dual education and an entrepreneurial environment among students and for the state to achieve the goal of developing our economy. Goals and objectives of vocational education institutions, colleges, technical schools, and vocational training institutions for improving entrepreneurship education Based on the identified strategies, goals and objectives, they may be: Results and analysis. The survey revealed that 79% of college and technical school students participating in the survey lacked entrepreneurial knowledge and skills. Analysis of educational programs showed that for many specialties there are no special subjects in the field of entrepreneurship. Pedagogical experience confirmed the effectiveness of the developed program for teaching the basics of entrepreneurship and savings. Strategy / priority policy Purpose / tasks Treningni ta'minlash Training teachers to deliver entrepreneurship education Providing entrepreneurship education to vocational school students Developing relationships with employers Creation of a database of enterprises operating in the region Development of the vocational education student-enterprise system. The implementation of this program allowed 87% of the participants in the experimental group to increase the level of entrepreneurial competence. The data obtained during the study indicate the ineffectiveness of traditional methods of teaching economic subjects in colleges, technical schools and vocational educational institutions. It was found that students are interested and the main goal in forming entrepreneurial skills in them is to increase the development potential of our economy, which is an important stage in the development of our economy. According to the results of a survey among students, their level of mastering economic knowledge and forming professional competencies remains low. This is due to a number of factors: the dominance of theoretical education over practical education, the low involvement of students in the learning process, and the insufficient use of active and interactive teaching methods. The introduction of a program developed using case studies, business games and simulations into the educational process in vocational colleges, technical schools and vocational schools has significantly increased students' motivation and the quality of mastering professional knowledge and skills. This is due to the active participation of students in solving practical cases that model real business situations, and the ability to make economic decisions individually and in teams. Such experience helps to develop professional economic thinking, study world experience and gain motivation from their mistakes and shortcomings. Thus, the results obtained confirm the feasibility of using interactive methods and simulations in teaching economic disciplines in vocational colleges and technical schools. This significantly increases the quality of training highly qualified economic personnel. In vocational education, colleges, technical schools, and vocational institutions, in the formation of entrepreneurial skills for students, the guarantee of results is the constant holding of meetings between students of vocational education, colleges, and technical schools with entrepreneurs who have worked on their own in each sector, industry, and other areas. Strengthening entrepreneurship education corresponds to the above-mentioned points a, d, e, and SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 191 h of the Concept for the Development of Vocational Education, Colleges, and Technical Schools until 2030. More specifically, having the opportunity to commercialize innovative and scientific research with tangible results in the field of entrepreneurship, meeting the needs of companies in developing market conditions, responding to existing innovations, and acquiring more practical skills, is necessary to develop entrepreneurial thinking among students, researchers, and professors of vocational education institutions can be ensured through the development of. This requires the introduction of entrepreneurship education in vocational education students in all areas of education. Based on the above considerations, the following strategies can be proposed for the development of entrepreneurial awareness in teachers and students: 1. Conducting entrepreneurship training. This includes the training of teachers and vocational education students. Special attention is paid to the issues of organizing the process of training vocational education students in entrepreneurship, creating an improved working curriculum, organizing lectures, seminars and field trips in an unconventional way, and attracting businessmen who have achieved high results to entrepreneurial activities. 2. Develop relationships with partner enterprises for vocational education, colleges, technical schools, and vocational schools. In the implementation of entrepreneurship education, it is very important to involve enterprises in the development of curricula or take their needs into account. The closer professional education is to the enterprise, the more clearly the needs, problems, and opportunities of the enterprise for vocational education will be. 3. Promoting students' entrepreneurial ideas is important, as it encourages students to be more creative and innovative. This can be done by organizing competitions among vocational education students and supporting their participation in external competitions. Conclusion. The analysis revealed that insufficient attention is paid to the formation of entrepreneurial skills in the existing system of professional education, vocational colleges, and technical schools. Most specialist training programs do not include specific entrepreneurship disciplines. This leads to a low level of relevant competencies among graduates. At the same time, the results of the pedagogical experiment showed the high effectiveness of the author's curriculum on entrepreneurship and thrift. This is due to the complex combination of active teaching methods and the possibility of developing practical skills in students of college and technical schools within the framework of business projects. The data obtained indicate the need for the widespread introduction of such educational programs in the field of entrepreneurship for students of various specialties. This will allow the formation of competencies that are required by the labor market. REFERENCES 1. Khamraev A. Theoretical foundations of the development of independent work skills. Journal of Education and Innovations, 2021. 24-25. 2. S.Metix Creating a base of entrepreneurial skills in students. German University 2023 3. Q.А. Аbdurаhimоv, J.Q. Yusubоv, J.Q. Yusubоv “Реdаgоgik еnsiklореdik lug’аt” Yаngi generation of the century T: -2020-2021. 4. S.Sagdullaev Japanese university Tahara Oi 2022. 78-79b