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I SHO‘BA:
Si a li a’lim – ba qa o a aqqiyo ka ola i: xo ijiy aj iba a mahalliy amaliyo
THE APPROACH OF HIGHER EDUCATION IN EUROPEAN COUNTRIES TO
THE ORGANIZATION OF INDEPENDENT EDUCATION
Au ho s: Cho iqulo Rus am Ibodullaye ich 1
A ilia ion: PhD s uden , Na oi s a e pedagogical uni e si y 1
DOI: h ps://doi.o g/10.5281/zenodo.17313880
ANNOTATION
The a icle deals wi h he in oduc ion o c edi -module sys em, which is an impo an aspec
in s imula ing he b illian wo k o ins uc o s and s uden s. The c ea o o he a icle amous
he ques ioning o module and c edi . Modula eaching is he mos cohe en , clea and high
nice echnology o educa ion, which gua an ees he magni icen o coaching o able
specialis s. Specialis s p o essional unde he pu poses c ea ed by way o he use o modula
echnology, possess no longe solely he knowledge, howe e mo eo e he skills o he
chosen ca ee and special y: decision-making, a e age pe o mance o choices and
p oduc ion wo k.
Keywo ds: c edi , e o m, inno a ion, modula echnology, e ec i e lea ning echnology.
INTRODUCTION
As one o he globaliza ion p ocedu es aking loca ion in he wo ld, he
implemen a ion mechanism o he “Bologna P ocess”, which en isages he
con e gence and ha moniza ion o he highe schooling s uc u es o Eu opean
na ions in o de o c ea e a single Eu opean highe educa ion a ea. The c edi -
module aining de ice is aimed a pe sonal imp o emen , o ganizing impa ial wo k
and pe sonal de elopmen . i is analyzed ha ins uc ing independence is he
undamen al p inciple o his o m o educa ion. In oday’s ansi ion o he c edi -
module sys em, he o ma ion o he me hodology o impa ial aining o s uden s
is o emendous scien i ic and sensible impo ance. O ganizing s uden s’ unbiased
wo k, g owing a mechanism o i s implemen a ion, isual, i ual, echnological,
in o ma i e-digi iza ion in impa ial wo k, making ce ain he lexibili y and a iabili y
o independen wo k ajec o ies in pe o ming scien i ic and e olu iona y wo k
aking in o accoun he specialis pas imes and needs o uni e si y s uden s a e
among he p essing asks. A numbe o Eu opean collabo a ion, coo dina ion, and
in eg a ion p ocesses a e ela ed o modi ica ion in he scope o highe educa ion
ins i u ions' co e mission o eaching and esea ching. These p ocedu es a e e e ed
o as pa o he " Eu opean o Knowledge" and he ini ia i e o es ablish Eu ope hubs
o highe educa ion and esea ch in he e nacula o con empo a y poli ics. The
sys emic bo de s o he highe educa ion landscape in Eu ope a e in he p ocess o
being anscended and we a e seeing he (pa ial) ed awing o such bounda ies.
Taken oge he he ongoing p ocesses may ep esen shi s in bounda ies be ween
le els o go e nance, be ween policy a eas and shi s in means o con ol o e
knowledge, and mo e speci ically he knowledge p oduced, ansmi ed and
dissemina ed wi hin and by highe educa ion ins i u ions.
“RAQAMLI TRANSFORMATSIYA DAVRIDA
PEDAGOGIK TA’LIMNI RIVOJLANTIRISH
ISTIQBOLLARI”
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I SHO‘BA:
Si a li a’lim – ba qa o a aqqiyo ka ola i: xo ijiy aj iba a mahalliy amaliyo
MATERIALS AND METHODS
US C edi Sys em (USCS). Fo he i s ime, esea ch in o he sa ings sys em o
educa ion s a ed ou in he Uni ed S a es, such as he in oduc ion o he no ion o
"c edi hou " in he educa ion in 1869 by means o he head o Ha a d Uni e si y,
Cha les Elio . He o my pa suppo ed he gadge o non-compulso y subjec s,
saying ha i is a way o s uden s o s udy subjec s ha ha e eal mo i a ion and
in elligence o in e es . Howe e , i ook many decades o implemen a new de ice
o he acul ies and uni e si ies. Some Ame ican esea che s ha e p o ec ed he
leng h o in oduc ion and implemen a ion o deposi hou /uni in Ame ican
schooling in speci ic ways. Fo example, Raubinge , Rowe, Pipe , and Wes (1969)
di ided he his o y o he c edi sys em in o h ee s ages (1873 o he p esen , ini ially
high school, college, he in oduc ion o he Ca negie uni , and highe educa ion),
while Ge ha d (1955) di ided he de elopmen o he c edi sys em in o wo s ages.
Some Ame ican esea che s ha e basically included he leng h o in oduc ion and
implemen a ion o c edi hou /uni in Ame ican educa ion in excep ional ways
(c ea ion o deposi uni s o non-compulso y subjec s, seconda y and ai ly highe
schooling ins i u ions) in e p e ed in a di ided manne , which ac ually is qui e
signi ican . In US c edi educa ion, he “Ca negie uni is impo an . I was b ough in
US schools and uni e si ies in 1909 and i was in eali y ci ed ha i s mos impo an
essence is associa ed o he amoun o ime spen on science. Cu en ly, he
ins uc ional ins i u ions o he US o en use he Ca negie uni o ile c edi s, and i is
a p io i y o acqui e he quan i y o c edi s decided by way o he ins uc ional s ages
acco ding o he educa ional yea , semes e o qua e pe iods. In he unde g adua e
p og am, he s uden is equi ed o ea n a whole o 120 c edi sco e hou s. Full- ime
en ollmen is no mally 15 c edi sco e hou s pe semes e o 30 sa ings hou s pe
academic yea (de iciencies may be made up in summe sessions o independen
s udy).
The C edi aining de ice o Eu opean coun ies. The e o s o Eu opean
coun ies o ans e all g ea e aining ins i u ions o a single c edi sco e sys em
commenced in he 1970s and 1980s, and he eason o his used o be o in oduce
inno a i e s a egies o educa ion, ensu e he in eg a ion o all uni e si ies,
encou age s uden -o ien ed educa ion, make ce ain he uni o mi y o highe
schooling s anda ds, and de ine ins uc ional ou comes in he plan o cu icula,
o ganizing he mobili y o p o esso s and ins uc o s and s uden s, in oducing a
single anking poin o e alua ing s uden s' knowledge, compe encies and
quali ica ions, aking in o accoun he needs o p ac icable employe s, and helping
li elong lea ning. Acco ding o Da id C osie and Jasmin Maki, he signing o he
Bologna Decla a ion wi h he aid o ep esen a i es o 29 in e na ional loca ions in
Bologna, I aly in 1999 made a in eg al change in Eu opean g ea e educa ion. In 2010,
he o icial Eu opean Highe Educa ion A ea (EHEA) was es ablished, and by 2020 he
numbe o coun ies included in he a ea will be 49.Thus, one o he mos impo an
aspec s o he Bologna Decla a ion is p ima ily based on he use o a single "c edi
sys em" o highe aining es ablishmen s (ECTS). The ERASMUS p og am,
es ablished h ough he Eu opean Commission in 1987, opened a huge pa h o
aking pa na ions in he use o he ECTS sys em. The ERASMUS Founda ion
p o ides a chance o p o esso s and college s uden s o lea n abou a bachelo 's
and mas e 's le els, o p oceed hei s udies, o do in e nships and o conduc
scien i ic lookup wo k in HEIs o di e en membe coun ies. T aining o ela i ely
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I SHO‘BA:
Si a li a’lim – ba qa o a aqqiyo ka ola i: xo ijiy aj iba a mahalliy amaliyo
ce i ied employees in s ep wi h he Bologna machine is done in s ages: bachelo 's
deg ee (3- 4 yea s) and mas e 's deg ee (1-2 yea s).
Sh. Mus a akulo and M. Sul ano men ion he ad an ages o ECTS use o HEIs
as ollows:
- he p esence o simila o iden ical cu icula in he ields o s udy o uni e si ies;
-In o de o main ain he le el o specializa ion, he uni e si ies ecei ing and
sending he s uden ag ee in ad ance on he con en o he p og ams;
-Acco ding o he ECTS sys em, each highe educa ion ins i u ion
independen ly de e mines he c edi s uc u e, he numbe o c edi s o each
module, as well as he o al amoun o c edi s ha mus be accumula ed by he
s uden o comple e each cou se and he s udy pe iod in gene al
1
UK C edi Sys em (CATS). The sys em has been adop ed by all UK uni e si ies.
The p og am used o be launched in 1986, and i s p incipal in en ion is o ake in o
accoun academic ul illmen in enhancing he possibili ies and i s -class o
educa ion in g ea e educa ion. Se e al o hese achie emen s a e on hand a all ie s
o HE. The UK c edi sys em is designed o help college s uden s ans e om one
ins i u ion o ano he , en e a highe aining o ganiza ion wi h educa ional c edi
sco e o non-s anda d en y equi emen s, and c ea e a buil -in cu iculum.
Indi idual suppo o each s uden is a p io i y o he p og am. In he UK c edi
educa ion sys em, he o al amoun o c edi s in he s udy s ages is mo e han he
Eu opean ECTS c edi amoun , o example, in he UK c edi a s uden accumula es
a o al o 360 c edi s in a 4-yea unde g adua e cou se. The e o e, 1 ECTS deposi
co esponds o wo UK CATS c edi s. In addi ion, in G ea B i ain, as in di e en
coun ies' c edi sco e models, he g oundwo k o he sa ings aining gadge is o
imp o e s uden mobili y, and he indi idual me hod o he pupil is he mos
impo an issue in his sys em.
The c edi sys em in Uzbekis an. The i s s eps had been aken in he g ea e
educa ion sys em o Uzbekis an based o ally on he dec ee o he P esiden o 2019.
De elopmen o highe aining is one o he u gen oubles acing he coun y. I
was decided ha i is necessa y o change he educa ion sys em in o de o ain
compe i i e pe sonnel in he wo ld labo ma ke and o place he coun y among
he de eloped coun ies. As he head o ou s a e said, "Educa ion is ou u u e, a
ma e o li e and dea h" The e o e, we ha e no igh o delay e o ms in his a ea. ….
because we ha e los a lo o ime"
2
In ac , he e o m o eaching and he ansi ion
o a new s age (sys em) commenced ou hal o a cen u y in he p e ious in
de eloped wo ldwide a eas and ca ied ou immode a e consequences and led o
he p ospe i y o a luc ua e o sec o s o he s a e.
Uzbekis an chose he Eu opean ECTS c edi -module sys em a e esea ching
wo ld c edi educa ion models. This can be caused by:
– ECTS c edi -module sys em is ecognized by many o eign coun ies;
– The es ablishmen o his sys em in Uzbekis an and neighbo ing coun ies (i
will be much easie o ensu e he exchange o p o esso s and eache s and s uden s);
– Simila i y o educa ional s ages;
– This sys em shows e ec i e esul s in educa ion
1
People's wo d / Online cha . h p://na oiy-uni.uz/uz/new/K edi -modul- izimi-haqidabilasizmi
2
P esiden ial ideo selec o mee ing, Janua y 28, 2022. h ps://uz epo .news/poli ics/bizkop- aq -yoqo ganmiz-sha ka -
mi ziyoye - alim- a biya-sohasidagi-isloho la -haqidagap
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I SHO‘BA:
Si a li a’lim – ba qa o a aqqiyo ka ola i: xo ijiy aj iba a mahalliy amaliyo
Al hough i used o be no longe long ago ha he e o s o en o ce a new
educa ion machine in ou us o a began, ep esen a i es o he ield, which include
B. Sh. Usmono , R. A. Khabibullae , V. U ino , A. Uma o , Sh. Mus a akulo , M.
Sul ono analyzed he p edominan di e ences be ween he c edi -module sys em
and he cu ing-edge educa ional sys em, he achie emen s and sho comings o
he new sys em. The quan i y o c edi s and ind ou abou masses a g ea e aining
deg ees a e he iden ical as he ECTS sys em. In he bachelo 's p og am, 30 c edi s
pe semes e and 60 c edi s pe educa ional yea a e se , and i is ideal o accumula e
a whole o 240 c edi s o ob ain a bachelo 's deg ee. 1 ECTS c edi is equi alen o 25-
30 hou s o s udy. A s uden spends a o al o 6000-7200 hou s o ob ain a bachelo 's
deg ee. In ou HEIs, 1 ECTS c edi is de ined as a s udy load o 30 hou s, o which 12
hou s a e class hou s, and he emaining 18 hou s a e di ided in o independen s udy
hou s, ha is, in he a io o 1/1.5. So, o 4 yea s, 2880 hou s o class oom hou s and
4320 hou s o independen s udy a e spen in he Bachelo 's p og am. The
dis ibu ion o c edi s inside subjec s is de ined as 3-7 c edi s on a e age, elying on
he quan i y o opics p o ec ed in one semes e .
RESULTS AND DISCUSSION
So, he c edi -module sys em is nume ous imes speci ic om ac ual educa ion,
and we lis i s ad an ages:
1. P io o he applican o s uden , he academic p og ams, di ec ions, s udy
plans, syllabuses, he lis ing o subjec s o be augh in he u o ial yea , educa ional
esul s (how o accumula e knowledge, compe encies and compe encies in he ield
o educa ion), educa ional g an s, con ac s ha a in o ma ion con aining he
indispensable da a abou ees is supplied on he HEI websi es;
2. Modula o ganisa ion o sciences; (en y manipula e o he cou se, ma e ials
o heo e ical, ealis ic and labo a o y wo k, assignmen assignmen s, explana o y
dic iona y o science, e ms, li e a u e, las con ol, e c.);
3. S uden s be conscious o all s a is ics abou each subjec (cou se), such as he
a ie y o conce n c edi s, subjec plans, ind ou abou loads, s udy esul s,
assessmen c i e ia be o e he cou se begins;
4. The s uden 's choice selec ions (a ailabili y o op ional subjec s in addi ion o
compulso y, non-compulso y subjec s, challenge eache , cha ac e lesson
schedule);
5. O ganiza ion o s uden -o ien ed educa ion;
6. Taking in o accoun he needs and in e es s o he s uden when c ea ing he
lesson plan;
7. I is based on independen educa ion;
8. T anspa en implemen a ion o educa ional ac i i ies;
9. P epa a ion o p o essionals unique o he equi emen s o he labo ma ke
(c ea ing a b idge be ween heo e ical and ealis ic knowledge, capabili ies and
quali ica ions);
10. P o ision o exchange o p o esso s and eache s ("El-yu umidi" und, e c.);
11. Es ablishmen o sel - inancing o HEIs;
12. A ailabili y o highe educa ion pla o ms ( o example, HEMIS, MOODLE,
GOOGLE, AIS, BLACKBOARD);
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I SHO‘BA:
Si a li a’lim – ba qa o a aqqiyo ka ola i: xo ijiy aj iba a mahalliy amaliyo
13. The new de ice sa ings will be u ilized o he whole ime spen on lea ning
he science, no simply he ime o mas e ing ca ied ou in he lec u e oom o
labo a o y;
14. T ansi ion o a new anking de ice o e alua ing he s uden 's acqui ed
knowledge, abili ies and quali ica ions;
15. S eng hening o heal h ul compe i ion among p o esso s- eache s, wo k on
hemsel es, accele a ion o imp o ing hei skills, g owing a en ion o scien i ic
po en ial.
CONCLUSION
Conside ing all o he abo e, we can conclude ha he c edi s a e adequa e
indica o o s udying achie emen . Lea ning ou comes ough o be o mula ed no
longe solely a he s age o a o mal quali ica ion, such as a deg ee, bu also a he
s age o modules o cou ses. Inco po a ing s udying consequences in o he
cu iculum and i s componen s con ibu es o i s consis ency and logic. They
p ecisely disco e p ecisely wha he schola is p edic ed o lea n. Clea s udying
e ec s acili a e ans e and accumula ion o c edi s, and hey also allow o he
speci ic iden i ica ion o he achie emen s o which o which c edi a e o ha e been
awa ded. This app oach o de ining lea ning ou comes allows o he de elopmen
o common s anda ds ha should o m he basis o local, na ional and global
assessmen and good assu ance. When he u o ial sys em is ans e ing o some
di e en sys em, i equi es a g adual implemen a ion, and his in lip is a long- e m
p ocess. Simila ac o s o c edi sco e ashions a e he a ailabili y o non-compulso y
subjec s, he alue o gaining knowledge o ou comes, g owing s uden mobili y, e c.
When in oducing he u o ial sys em o o e seas coun ies o ou coun y, i is
quin essen ial o ake in o accoun ou coun ywide and cul u al cha ac e is ics, ou
iews on educa ion. Because de eloped in e na ional a eas ha e b ough e o ms
a e examining hei coun y ex ensi e and cul u al uni s, human ai s and oubles
in na ional schooling whils de eloping hei sys ems. The e o e, i is conside ed o all
humans ha he di ec in oduc ion o he Eu opean coaching sa ings sys em will
now no longe exhibi accu a e esul s. Fo example, he ull in oduc ion o s uden
decision possibili ies in he new machine o ou educa ion sys em, he discoun o
pe sonnel de ices o p o esso s and eache s in he in oduc ion o educa ional
p og ams, some imbalances in hei dis ibu ion, o he use o ou college s uden s
besides absolu ely g asp he desi e oppo uni ies will c ea e some p oblems. In
addi ion, i has o be ci ed ha ECTS ca ied ou in HEIs o Uzbekis an will ca y
aining o a g ea e deg ee in he u u e. Only o his, esea ch, lea ning, eaching,
implemen a ion and coope a ion a e app op ia e.
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Si a li a’lim – ba qa o a aqqiyo ka ola i: xo ijiy aj iba a mahalliy amaliyo
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