MUHANDISLIK MAKTABLARI VA OLIY TA’LIM O‘RTASIDA BAHOLASH TIZIMINING INTEGRATSION MODELI.

KIRISH: tadqiqot muhandislik maktablari va oliy ta’lim o‘rtasida baholash tizimining uzviyligini ta’minlashga bag‘ishlangan. Maqsad — “yagona mezon — yagona yo‘nalish” tamoyili asosida muhandislik kompetensiyalarini bosqichma-bosqich baholash modelini ishlab chiqish. Normativ-huquqiy, qiyosiy, kontent-tahlil, tizimli yondashuv va pedagogik modellashtirish metodlari asosida O‘zbekiston, ABET, Finlyandiya va Singapur tajribasi o‘rganildi. Natijada bilim, muhandislik tafakkuri, amaliyot, loyihalash, eksperiment, kommunikatsiya va refleksiyani qamrab oluvchi kompetensiyaviy model ishlab chiqildi. Modelni Al-Xorazmiy universiteti va Urganch muhandislik maktabi integratsiyasi misolida qo‘llash imkoniyati asoslandi. MAQSAD: “Yagona mezon — yagona yo‘nalish” tamoyili asosida muhandislik maktablari va oliy ta’lim o‘rtasida kompetensiyalarni bosqichma-bosqich baholashga xizmat qiluvchi integratsion modelni ishlab chiqishdan iborat. MATERIALLAR VA METODLAR: Tadqiqotda tizimli, kompetensiyaviy va integratsion yondashuvlardan foydalanildi. Metodologik jihatdan konseptualmodellashtirish xarakteriga ega bo‘lib, AQSh (ABET), Finlyandiya va Singapur kabi xorijiy mamlakatlarning xalqaro tajribalari hamda milliy normativ-huquqiy hujjatlar qiyosiy tahlil qilindi. MUHOKAMA VA NATIJALAR: Tadqiqot natijasida maktab va OTM o‘rtasidagi baholash uzviyligini ta’minlovchi 3 bosqichli pilot mexanizm (Al-Xorazmiy universiteti va Urganch muhandislik maktabi misolida), “Bir loyiha — ikki bosqich” tamoyili hamda kompetensiyalarning bosqichma-bosqich murakkablashuv xaritasi ishlab chiqildi. Elektron portfolio va akademik tan olish mexanizmlari asoslab berildi. XULOSA: Taklif etilgan konseptual model bilimni shunchaki tekshirishdan ko‘ra, o‘quvchining muhandislik tafakkuri, loyihalash va amaliy ko‘nikmalarini maktabdan universitetgacha izchil rivojlantirish hamda akademik uzilishlarni kamaytirishga xizmat qiladi.

INTRODUCTION: this study addresses continuity in assessment between engineering schools and higher education. Its aim is to develop a model based on the principle of “one criterion — one direction” for the progressive assessment of engineering competencies. Regulatory, comparative, content analysis, systems approach, and pedagogical modeling methods were used to examine Uzbekistan, ABET, Finland, and Singapore. A competency-based model covering knowledge, engineering thinking, practice, design, experimentation, communication, and reflection was developed. Its applicability is substantiated through the integration of Al-Khwarizmi University and an engineering school in Urgench. AIM: to develop an integrative model for progressive competency assessment between engineering schools and higher education institutions based on the "Single Criterion — Single Direction" principle. MATERIALS AND METHODS: the study employs systemic, competency-based, and integrative approaches. Methodologically conceptual-developmental, it includes a comparative analysis of national regulatory documents and global frameworks from the USA (ABET), Finland, and Singapore. DISCUSSION AND RESULTS: a three-stage pilot framework (exemplified by AlKhwarizmi University and the Urgench Engineering School) was formulated, featuring a "One Project — Two Stages" mechanism and a matrix of progressive competency complexity. The role of e-portfolios as an evidentiary basis for academic recognition was substantiated. CONCLUSION: the proposedmodel shifts assessment from mere knowledge testing to tracking continuous engineering thinking and practical skills from high school to university, effectively bridging the academic preparation gap.