ALIGNING VOCATIONAL EDUCATION CONTENT WITH LABOUR FUNCTIONS: AN ORGANIZATIONAL-PEDAGOGICAL MODEL AND TWO-CIRCUIT ASSESSMENT SYSTEM FOR THE ELECTRICIAN PROFESSION

Abstract

Persistent mismatches between the competences cultivated in technical and vocational education and training (TVET) and the competences demanded by employers remain a structural constraint on workforce development, particularly for technically complex blue-collar occupations. This problem is acute in Uzbekistan, where the national qualifications system is still being reconstructed and occupational standards for many manual trades have yet to be elaborated. The present study addresses this gap for the profession 30710502 “Electrician” by designing an organizational-pedagogical model that systematically aligns educational content with normative requirements, employer needs, and authentic labour functions. Adopting a design-based research logic, the model was constructed through four sequential operations: normative-document analysis, competence mapping via a descriptor–competence matrix, pedagogical synthesis, and assessment design. The resulting artefact comprises eight interrelated functional blocks, five implementation conditions, four integrated teaching methods, and a two-circuit assessment system that separates the appraisal of content quality from the appraisal of learner readiness. A monitoring-corrective mechanism couples employer feedback and learner performance into a continuous content-updating loop. The model contributes a transferable, competence-anchored design template for technical professions and a methodological basis for raising the quality of electrician training within Uzbekistan’s reform agenda. Empirical validation through piloting with learner cohorts and employer panels is delineated as the next research phase.