FOREIGN EXPERIENCE IN THE METHODOLOGY OF FORMING KEY LIFE COMPETENCIES IN STUDENTS
DOI:
https://doi.org/10.37547/Keywords:
key life competencies, foreign experience, comparative pedagogy, social-emotional learning, civic education, PSHE, CASEL, Uzbek education system, life skills, general education.Abstract
This article provides a comparative analysis of foreign experience in forming key life competencies in students — Finland's "transversal competences" national curriculum, Singapore’s character and citizenship education, the United Kingdom's PSHE subject, and the United States' CASEL social-emotional learning model. The methodological essence, strengths, and limitations of each model are examined from a scientific and pedagogical perspective, and the possibilities of integrating this experience into the education system of Uzbekistan are substantiated from a scientific and practical perspective.
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References
1. Finnish National Agency for Education. National Core Curriculum for Basic Education. – Helsinki: FNAE, 2016. – 472 p.
2. Ministry of Education, Singapore. Character and Citizenship Education Syllabus. - Тошкент, 2021.
3. Department for Education (UK). Relationships Education, Relationships and Sex Education (RSE) and Health Education. - London: DfE, 2019.
4. CASEL. CASEL's SEL Framework: What Are the Core Competence Areas and Where Are They Promoted? - Тошкент, 2020.
5. Yuldashev J.G. Educational technologies and the competency-based approach. - Tashkent: O'qituvchi, 2011. – 216 p.
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