MILLIY TARBIYA TIZIMIGA KOMPETENSIYAVIY YONDASHUVNI JORIY ETISHNING AFZALLIKLARI VA IMKONIYATLARI

The article analyses the theoretical and methodological foundations, pedagogical advantages, practical opportunities, and possible consequences of introducing a competency-based approach into the national upbringing system. The study is theoretical and analytical; it compares current regulatory documents of Uzbekistan, international competency frameworks, and the author's previous studies on national upbringing indicators and ethnopedagogy. National upbringing is interpreted not merely as acquisition of knowledge about values but as the ability to mobilize values, attitudes, knowledge and skills in real situations through responsible choice, behaviour and social participation. As an author's conceptual framework, six interrelated domains are proposed: national-cultural identification, civic-patriotic, social-moral, communicative-cooperative, information-media, and reflective self-regulation competencies. A mechanism of “value awareness – value-based choice – practical action – reflection – sustainable behaviour – transfer to a new situation” is proposed. The article also identifies risks of over-formalisation, indicator-driven reporting, subjective assessment and excessive monitoring. The proposed framework is treated as a theoretical basis for subsequent empirical validation rather than as a standardised diagnostic model.

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