THE PRINCIPLE OF “LIFELONG LEARNING” IS A PEDAGOGICAL MECHANISM FOR THE CONTINUOUS PROFESSIONAL DEVELOPMENT OF SPECIALISTS IN PHYSICAL CULTURE AND SPORTS (THEORETICAL ANALYSIS)

THE PRINCIPLE OF “LIFELONG LEARNING” IS A PEDAGOGICAL MECHANISM FOR THE CONTINUOUS PROFESSIONAL DEVELOPMENT OF SPECIALISTS IN PHYSICAL CULTURE AND SPORTS (THEORETICAL ANALYSIS)

Ilhomjon Tursunaliev

Professor, Researcher of Tashkent State Pedagogical University,

Uzbekistan, Tashkent

ПРИНЦИП «LIFELONG LEARNING» КАК ПЕДАГОГИЧЕСКИЙ МЕХАНИЗМ НЕПРЕРЫВНОГО ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ СПЕЦИАЛИСТОВ ФИЗИЧЕСКОЙ КУЛЬТУРЫ И СПОРТА (ТЕОРЕТИЧЕСКИЙ АНАЛИЗ)

Турсуналиев Илхомжон Ахмедович

проф., науч. сотр. Ташкентского государственного педагогического университета,

Узбекистан, г. Ташкент

АННОТАЦИЯ

В статье рассмотрена возможность применения принципа «Lifelong learning» как одного из педагогических механизмов непрерывного профессионального развития в системе переподготовки и повышения квалификации специалистов физической культуры и спорта.

ABSTRACT

The article considers the possibility of applying the principle of “Lifelong learning” as one of the pedagogical mechanisms of continuous professional development in the system of retraining and advanced training of specialists in physical culture and sports.

Ключевые слова: физическое воспитание, спорт, специалист, непрерывное профессиональное развитие, педагогический механизм, принцип «Lifelong learning», повышения квалификации.

Keywords: physical education, sports, specialist, continuous professional development, pedagogical mechanism, the principle of "Lifelong learning", advanced training.

In Uzbekistan, the concept of “professional development” is used as a word expressing the appearance of the existing education system, while in international experience this concept is used in the sense of “professional development”.

Systemic reforms are being carried out in terms of continuous professional development of specialists in physical culture and sports, increasing the weight of modern personnel in the field of sports.

This, in turn, sharply increases the need for highly qualified specialists in physical culture and sports in the implementation of the strategic tasks facing the system and requires constant improvement of their competence based on the principle of “Lifelong learning”.

According to Wikipedia, the formation of the theoretical and methodological foundations and basic concepts of the concept of “Lifelong learning” dates back to the 90s of the 20th Century.

These include Robin Asher, Peter Sutton (1994) [1], Michael Hutton (1997) [2], Richard Edwards (2000) [3; 3-11] studies of such scientists deserve special attention.

Extensive theoretical analysis shows that the European Summit, held in Lisbon, Portugal, in 2000, is very important for the development of the “Lifelong learning (LLL)” paradigm.

The participants of the summit, in their speeches in the Millennium Development Goals (MDGs), adopted in 2000 by the leaders of 189 countries of the world, recognized that mankind has entered the “age of knowledge”, and the main condition for a successful transition to a knowledge-intensive economy and society occurs “in relation to lifelong learning paradigm”, they assess.

The Memorandum adopted at the end of the summit concluded that lifelong learning is “... a comprehensive educational activity carried out continuously with the aim of developing knowledge, skills and professional competence”. For example, this Memorandum takes up the Lisbon and Feira European Councils’ mandate to implement Lifelong learning. Its purpose is to launch a European-wide debate on a comprehensive strategy for implementing lifelong learning at individual and institutional levels, and in all spheres of public and private life. The Member States, which are responsible for their education and training systems, should lead the debate proposed by the Memorandum. The debate should also be conducted in the Member States, and not only at European level. Lifelong learning concerns everyone’s future in a uniquely individual way. The debate should take place as close as possible to citizens themselves [4].

In line with the tenets of the Sustainable Development Goals, important goal No. 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities” by 2030 “International cooperation to develop a number of qualified adult educators, including adult educators in developing countries it will be possible to increase significantly with the installation.

According to a number of scientists who conducted research in the chosen direction, “the foundations of continuing professional education were formed at the beginning of the 20th Century”. For example, in the study by M. Akhmedov (2021) it is noted that “in the USA in 1926, the work of E. Lindemann “The Importance of Adult Education” emphasized taking into account the needs of adults instead of classes and programs. The work puts forward the slogan “Education is life and all life is learning, so there is no limit to education”. Also, in the book by V. Yakhly “Education throughout life”, published in the UK in 1929, the issues of adult education and continuing professional education are comprehensively covered [5].

According to online publications, “Lifelong learning” means we need to think more broadly about what learning really is, including where, when and how it happens.

Particular attention should be paid to the following important aspects:

- education is not limited to a specific age or formal learning environment such as school;

- learning does not depend on the address, that is, it can take place anywhere;

- and finally, if our learning is considered purposeful, there is an opportunity to learn from every activity we do throughout our lives [6].

M.K. Kholikova (2021) based on her research; she puts forward the following proposals for the development of the sphere of lifelong education (including the sphere of physical culture and sports):

- Andragogy in the aspect of the lifelong education paradigm – the adoption of the national doctrine for the development of adult education until 2030;

- Adoption of the Law on Adult Education;

- Active implementation of universal competencies, such as networking, cooperation, intercultural communication, leadership, conflict management, critical thinking, gender sensitivity, metadisciplinarily in programs of general secondary education, higher education and adult education in the context of global trends of the 21st Century and foresight analysis of the field;

- Development of a legislative framework and mechanisms to ensure a wide and comprehensive introduction of lifelong education based on lifelong learning;

- Creation of educational centers for continuous learning with educational, didactic and technological resources;

- Improving the recognition, validation and accreditation of knowledge and competencies in accordance with the framework of national qualifications in the framework of lifelong learning programs, ensuring transparency;

- Promoting a culture of global citizenship, involving families, communities, migrants, inclusive groups in the educational process and eliminating all forms of discrimination; development of gender equality and inclusive education;

- Bringing the nature of education in line with the requirements of the labor market, expanding the rights and opportunities of citizens for employment;

- Active interaction with civil society and subjects of social partnership;

- Implementation of foresight research within the framework of the educational paradigm “Lifelong learning” [7; 24].

In our opinion, most of the proposals presented above are implemented in practice in the field of physical education and sports. Today, the principle of “Lifelong learning” is used as a pedagogical mechanism for the continuous professional development of specialists in physical culture and sports.

The reason is that based on our extensive research and proposals for the development of the sector in the period from 2015 to 2022, a system has been formed in Uzbekistan that is considered ideal within the sectors.

On the basis of the principle of “Lifelong Learning” teachers of physical culture of state organizations of preschool education, general secondary and secondary specialized education, teachers of physical culture of professional educational institutions (Including Training Centers for Olympic and Paralympic Sports), leading personnel of sports schools, instructors – the process of retraining and advanced training of methodologists, teachers of special sciences, coaches, sports psychologists, employees of special services and specialists of sports organizations in physical culture and sports has developed as a single system.

References:

1. Sutton P. (1994). Lifelong and continuing education // Husen T., Postlethwaite T. (eds.) The international encyclopedia of education. Vol. 6. Oxford: Elsevier Science Ltd.
2. Hatton M. (1997). A pure theory of lifelong learning // Hatton M. (ed.) Lifelong learning: policies, practices and programs. Toronto: APEC.
3. Edwards R. (2000). Lifelong learning // Field J., Leicester M. (eds.) Lifelong learning: education across the lifespan. London: Routledge, 3-11.
4. European communities: a memorandum on lifelong learning, 2000 / https: uil.unesco.org / document / european-communities-memorandum-lifelong-learningissued-2000.
5. Akhmedov M. (2021). Theoretical Foundations of Continuous Professional Development (electronic resource) / https://oliymahad.uz/21527.
6. https://www.learnlife.com/our-approach/learning-terminologies/lifelong-learning.
7. Kholikova M.K. (2021). Implementation of the 21^st century competencies in the world educational programs in the context of the “Lifelong Learning” paradigm (content analysis).Modern education, 12 (109), 18-25.