PEDAGOGICAL CONDITIONS FOR ADAPTING INTERNATIONAL AND JOINT EDUCATIONAL PROGRAMS TO THE NATIONAL VOCATIONAL EDUCATION SYSTEM

Abstract

The internationalization of vocational education has turned international and joint educational programs from isolated pilot initiatives into a strategic instrument of national reform, yet the direct transfer of foreign curricula into technikums frequently produces formal rather than substantive change: programs are imported as documents, while learning outcomes, teaching practice and assessment remain largely unchanged. This article substantiates adaptation as a pedagogically managed process of re-designing a foreign program for the national qualification structure, the credit-module system and the real resources of the receiving institution, and identifies four interrelated pedagogical conditions – content-normative, personnel, didactic-environmental and assessment-recognition – together with a staged model and organizational mechanisms for their implementation in Uzbekistan.