SPECIFIC CHARACTERISTICS OF THE EDUCATION SYSTEM OF FOREIGN COUNTRIES IN THE DEVELOPMENT OF PROFESSIONAL EDUCATION

Аннотация

The article outlines the prospects for the development of the professional education system. The tasks of improvement are analyzed based on the experience of foreign countries. The article presents ideas and views on training young people in professions and launching project incubators in this regard in our society, as well as introducing new modern professions intopracticeintheconditions ofa market economy. Keywords:Professional education, educational standards, pedagogical technology, dual education. In order to develop the professional education system in Uzbekistan, great attention is paid to the introduction of a mechanism for the development, application and updating of professional standards for middle-level specialists and working professions, the creation of the necessary material and technical, educational and methodological base for the educational process, the involvement of practicing specialists with extensive work experience in the educational process, and the provision of education according to educational programs developed on the basis of National Professional and State Educational Standards, which give students the right to engage in labor activities in their profession and specialty, and ensure high- qualityeducation and professional training. By the Decree of the President of the Republic of Uzbekistan No. PF-5812 dated September 6, 2019 “On additional measures to further improve the professional education system”, a network of educational institutions was established in the Republic of Uzbekistan, where a new primary, secondary and secondary specialized professional education system and differentiated educational programs will be introduced, harmonized with the levels of the International Standard Classifier of Education. The creation of a completely new system in Uzbekistan requires the study of foreign experience in this regard and the establishment of wide cooperationwith foreign countries. The problem of training a fully developed specialist in the developed countries of the world is themain requirement ofthepresent day. Because therevolutionary changes taking place in society cannot be implemented without changing the person himself. The dynamics of information development imposes new high requirements on education as a social institution. It isnecessary toensure thetraining, development and upbringing of a person in arapidly changing world, to form a holistic worldview and attitude, functional literacy and creative professional skills of specialists. In today's developed countries, where digital technologies have taken a leading position, it has become necessary to update the education system and the content of education. The old teaching methods and techniques are becoming obsolete, and the need for methods and forms of education based on advanced pedagogical technologies is increasing. In the implementation of new professional education, special attention is paid to the study of foreign experience and cooperation with foreign countries. Korean experience. It is important to study the Korean experience in the development of vocational education. The South Korean education system implements the global principle of integration of education and science. In world practice, academic conglomerates, which include page1251 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue02,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai educational institutions and research institutes, are operating effectively. Such a merger serves as a clear basis for the integration of science and education and makes it possible to conduct a single scientific and technical and educational policy in the country. In the Republic of Korea, there are also special higher education institutions organized by the Ministry of Education. They specialize mainly in agriculture, fisheries, industry, and international languages. Higher education is not compulsory, like secondary education. However, according to statistical data, in all recent years, 97-98% of Korean youth have graduated from high school. To enter "scientific" higher education institutions, foreign language schools, and art schools, it is necessary to pass rather complex exams. Vocational colleges can be private or state-owned; these schools do not provide specialization, but prepare young people for the next stage of education. Students who do not want to study at a college can enroll in vocational schools. These schools specialize in technology, agriculture, or finance. There are 600 vocational schools in South Korea. 45% of these schools train future business owners, 23% train technical professionals. The remaining schools teach maritime and agricultural specialties. It is noteworthy that these schools are sponsored by enterprises. This is one of the requirements of the South Korean Law "On Education". The main task of colleges in South Korea is to train qualifie