ORGANIZATIONAL AND METHODOLOGICAL PROCESS OF TEACHING ECONOMICS IN UNIVERSITIES AND INSTITUTES

Аннотация

Economics as a subject began to appear in Uzbekistan in the mid- 1990s. During this short period, teaching economics at institute not only was not stopped, but, on the contrary, began to develop rapidly in almost all universities and institutes, and the interest of teachers, students and their parents is growing every day. In Uzbekistan, the study of economics is currently carried out mainly only at the last stage of education - at the level of higher professional education in many universities of the country. The purpose of the article is to study the organizational and methodological process of teaching economics in universities, institutes, and schools. Keywords and phrases: policy, organizational structure, strategy, accounts, values, moral norms, individuality, development, economic activity, economic conditions. The most important task of modern Uzbekistan is the development of economic education and economic literacy of young people. Further improvement of the economy and the development of market relations in the country is possible only by a generation with modern economic thinking, that is, high economic literacy, initiative, prudence and efficiency [6]. At the same time, special attention should be paid to the formation of youth entrepreneurship that can pull the country out of the economic crisis, solve and reduce the severity of social problems. The problem of improving the economic education of young people exists in many developed countries, so a wealth of experience has been accumulated in its improvement and further development. Actually, economic education is closely connected with labor and moral [7]. Therefore, it is based on modern professional orientation, positive labor motivation and general humanization of economic relations. Today, an extremely important social task for the younger generation is the successful mastery of economic knowledge, since the ability to navigate the ongoing economic processes is at the heart of many modern socio-economic problems of youth. Currently, an increasing number of Uzbek institutes offer school graduates training in the specialty "economist" [8]. Every year, an increasing number of professions appear that https://scientific-jl.com/new 3333 6666 6666 Volume–76_Issue-1_May-2025 JOURNAL OF NEW CENTURY INNOVATIONS are necessary for the development of society and the well-being of the country as a whole, in which knowledge of economics plays a dominant role, so it is important to introduce economics into the school curriculum so that students can make a choice in favor of the specialty "economist", and also to navigate in modern economic realities [1]. The main goal of introducing the course "Fundamentals of Economics" is to form a certain economic culture of the population. As a complex social phenomenon, it can be considered in several aspects: · Theoretical, as the development of economic theory and its corresponding scientific concepts; · Practical, like instilling certain skills of economic behavior; · Ethical, as the mastery of a system of values and moral norms, adequate to a particular economic system [9]. Under these conditions, the formation of economic culture at all levels of education is of fundamental methodological importance, since it sets the task of purposefully influencing the generation of people who are today at institute. The main educational task of the institute course should be not only the formation of an economically active personality, but also a responsible attitude to business, creative initiative within the limits of one's official duties, i.e. a person capable of working in a civilized market, a person with knowledge of the requirements and norms of civilized market relations, even if they have not yet been developed outside the classroom and are thus of a declarative nature. The student must not only acquire knowledge, concepts and ideas about economic phenomena, but also learn behavioral stereotypes and norms. In general, the situation with teaching the fundamentals of economics at institute can be regarded as a search on the way to the development of a unified concept of lifelong economic education. Currently, the institute has the right to choose how to teach economics to students. At the moment, there are several approaches to the study of economics [2]: · Business - oriented approach. Its essence lies in the fact that students are mastering the practical skills of doing business. Students will learn about how entrepreneurs plan to run their business. Students are given the opportunity to develop a business plan, choose an industry for creating a business, and develop new interesting ideas for its development [10]. In such lessons, the student uses not only the knowledge of economics he received during the study of the curriculum, but also his own creative potential, which makes the lessons interesting and varied for him. · Theoretical approach. Within the framework of this approach, economics is taught as in univers