Узлуксиз таълим тизимида малакали кадрлар тайёрлаш муаммолари

Innovatsion yondashuvlar asosida milliy ta’lim tizimini takomillashtirish

2021-yil
 
23-aprel 
8 
bo‘lib voyaga yetishlari uchun muhim ahamiyat kasb etadi. Mustaqil davlatimizda ta’lim 
tizimini shakllantirish va rivojlantirish, millatning taqdiri va istiqbolini ta’minlash kabi 
jiddiy muammolarni hal qilishning ilmiy asoslari va amaliy yo‘llarini yaratishda buyuk 
ajdodlarimizning ibratli ishlari va ta’limotlarini hayotimizga tatbiq etish maqsadga 
muvofiqdir. 
Foydalanilgan adabiyotlar 
1. Sh.Mirziyoyev. “O‘qituvchi va murabbiylar kuniga bag‘ishlangan tantanali marosimdagi 
nutqi”. T.: Ma’rifat gazetasi, 2020 – yil 1-oktyabr № 37- son.
2. “Uzluksiz ma’naviy tarbiya konsepsiyasini tasdiqlash va uni amalga oshirish chora-
tadbirlari to‘g‘risida”. Vazirlar Mahkamasining 2019 - yil 31- dekabrdagi 1059 – sonli 
qarori. 
3. Ishmuhammedov R. “Ta’limda innovatsiya”. T. “Fan texnologiyalar”, 2010. 
 
EDUCATION IN JAPAN 
Kota Yoshi Fuji, Hokkaido State University, MBA 
 
Abstract. 
A number of different parties in Japan have been discussing higher educational 
reform for over thirty years. This paper looks at the present higher education reform 
movement and its history extending back approximately thirty years.
Keywords. 
Japan, higher education, internationalization, university, college, school, 
kindergarten. 
The Japanese higher education system can be distinguished as an example of 
diversified mass higher education in a highly industrialized country. Higher education 
system consists of various categories and types of institutions that are different in their 
missions, functions, academic standards, prestige, status, and financing methods. After 
World War II, especially from the 1960s to the 1980s, the increase in higher education 
institutions was very striking. The number of students going on to universities or junior 
colleges also increased. In 1955, the percentage going on to higher education was a mere 
10.1% of the age cohort (15.0% of boys, 5.0% of girls). By 1960, the figure had reached 
10.3%, having hardly changed at all and showing that entry to higher education was still 
tinged with a select elitism.
The government concentrated its investment in the expansion of natural sciences and 
engineering programs at national universities and made efforts to develop graduate and 
research programs at a certain number of national universities. At the same time, the 
government deregulated the procedure for establishing private universities to meet the 
growing demands for higher education. Thus, quantitative expansion of higher education 
was mainly entrusted to the initiative of private sector without any financial support from 
the government. In 1962, junior colleges which had been originally regarded as a temporary 
measure, were recognized as a permanent part of the higher education system. The junior 
colleges developed as general and specialized education courses mainly for female students. 
In the same year, the colleges of technology were created as a new type of institution. The 
colleges of technology admitted students from among those completing lower secondary 
schools and provided them with a five-year semi-professional education focusing