Cutting- edge science

August | 2020
CUTTING- EDGE SCIENCE
References. 
1.The relationship between blood serum lipids and periodontal condition. Stomatilogija. / G. 
Valentaviciene [et al.] // Baltic Maxillofacial J. - 2015. - No. 8. - P. 96-100. 
2.Hemostatic factors and the risk of myocardial infarction or sudden death in patients with angina 
pectoris. European Concerted Action on Thrombosis and Disabilities Angina Pectoris Study Group / S. G. 
Thompson [et al.] // N. Engl. J. Med. - 2015. - Vol. 332. - P. 635-641. 
3.Tsybin, A. K. Analysis of mortality from diseases of the circulatory system / A. K. Tsybin // Health. - 
2014. - No. 3. - S. 5-10. 
4.Dental infection and the risk of new coronary events: prospective study of patients with documented 
coronary artery disease / K. J. Mattila [et al.] // Clin. Infect. Dis. - 2015. - Vol. 20. - P.588-592.

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CUTTING- EDGE SCIENCE
August | 2020
PEDAGOGIGAL SCIENCES
EDUCATION IN TWENTY-FIRST CENTURY: PROSPEROUS WAYS FOR
YOUNG GENERATION
Abulxayev Umid Baxtiyorovich
The Institute for Research of Youth Problems and Training Prospective
Personnel at the Academy of Public Administration under the President of the
Republic of Uzbekistan Chief Specialist of the Methodological Support Department
Ramazonova Salima Choriyevna
English language teacher, School ¹15, Romitan district, Bukhara region
Abstract: This article provides a critical overview of national and international efforts
to shift education to what has been commonly called 21st century learning. The paper will
give some example high education institutions and colleges through the world which will
offer best education system and discuss the most important aspects for young generation to
give more attention.
Key words: 21st Century skills, issues of equity, "traditional" education, features,
"transformational" education, QS and Times Higher Education World University Rankings.
The term 'education for the 21st Century' recognises that we are living through a
period of rapid change in an increasingly globalised environment, to which education
systems need to adapt, not just through a one-off reform, but continuously.
Innovation and technological advances are constantly changing the ways we
communicate, work, and live together and education systems which reflect this dynamic
will be most capable of responding effectively to the current and changing needs of
young people, society and indeed the labour market.
And while foundational skills such as numeracy and literacy remain important
foundations for all future learning, students also need to develop 21st Century skills.
This requires a renewed focus on a whole range of skills including adaptability, critical
thinking, creativity, problem solving and collaboration, to name some of the most
prominent.
These skills are often referred to as transferrable skills as they can be used in different
scenarios and across different domains, reflecting the growing trend that young people
will move across and between different areas of work during their careers where their
ability to transfer skill-sets to meet new challenges will be tested. [1]
If it is to be successful, education must, of course, meet some quite specific
needs, teaching skills, preparing individuals for their economic roles. But an
education at any level that focuses directly on narrow utilitarian aims will be sadly
incomplete and ultimately will fail to fulfil adequately even those aims it has itself
set. This message came through clearly in all our consultations, and was embodied
in our proposal that education be constructed on four pillars: learning to know,
learning to do, learning to be and learning to live together. Giving equal attention to
each of these four pillars will ultimately enrich all the facets of education, including
those that are more narrowly professional. [2]
In addition to 21st century learning initiatives there have been other international
efforts to reform education to better equi p future generations to meet the challenges
posed by issues of equity, social justice, and environmental degradation facing communities
around the world. [3]

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