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M.I. Dzheksembekova, Doctor of Pedagogy, acting professor
Head Department.of KazGosZhenPU, Almaty,
The
Republic of Kazakhstan
THE PROCESS OF SELF-ESTEEM AND EDUCATIONAL
PROGRAMS QUALITY CONTROL IN HIGH SCHOOL ACTIVITIES
The main purpose of the
self-esteem of educational programs quality, in connection with the passage of institutional
accreditation, is a comprehensive in-depth analysis of the university’s
activities, considering its ability to guarantee the correspondence of the content
and level of qualification
requirements of the graduates towards national standard, within a high quality
of educational services. In many ways, these goals achievement is
predetermined by the educational programs of higher educational establishments
in consorting fields of science, their content and effectiveness.
Taking into consideration,
that the main directions of higher and postgraduate education
development are associated with the ongoing course of Kazakhstan's accession to
the Bologna process, KazGosZhenPU, among many institutions, is aiming to implement the principles of the Bologna
Declaration in the higher education system, that will allow to provide a smooth
transition from the principle of quality education on the legal base of the education quality control, to creating a
system ensuring and guarantying the quality of education
It is known, that for institution
of higher education self-assessment procedure for the educational programs is
carried to determine the effectiveness of the educational process and its
position in the market of educational services through an assessment of
strengths and weaknesses of the carried programs, identifying opportunities for
content and structure of the educational process. Therefore, we
must remember that self-assessment process is based on the principles of
objectivity, reliability, completeness, criticality, transparency and openness
of the evaluation results. Only then self-esteem can allow the institute to objectively evaluate
the overall effectiveness of the implemented programs. While caring
self-assessment we have elicited the quantity of ongoing university programs at the time of
training programs control of KazGosZhenPU specialties (40 specialties from 33
departments), international joint educational programs, curriculum schedules,
general and working programs on
subjects, academic disciplines and
elective courses, guiding and didactic materials,
the availability of distance learning.
When
self-evaluation of educational programs by the working group took place, various complementary methods of analysis
were used, such as study and analysis of domestic regulations and technical
papers of high school, associated with the teaching load of Professor-teaching
staff (further PTS) and overall evaluation of their activities (staffing,
criteria for promotion and increasing
of PTS, plans and protocols of the Scientific Council of the university , university
administration, the faculty councils, departments, other departments of the university,
individual plans and PTS reports ,
guidance materials, etc.) to ensure the
required level of competence for personnel performing work, affecting the
quality of education, analysis of the content and structure of educational
programs through tables, graphs, analytical maps, etc., questionnaires and
interviews with managers, teachers and students in college, prospective
employers, conducting SWOT - analysis (analysis of strengths and weaknesses),
holding FUND - Analysis. During the school year, all members of the department have been
caring individual plans for the studying, methodological, research, education
and social work.
Monitoring
and verification of the faculty’s teaching staff’s responsibilities takes the
form of reports on the key aspects of the educational process, scientific and
methodical work. The quality of teaching special subjects, running diploma and
course work is being monitored and discussed at the last meeting of the
department and being approved by the Scientific Council at the end of the
school year. Before the beginning of the school year, work programs on the
disciplines of the department, the individual plans of teachers, lists of
course and degree topics have been prepared and discussed at the department. On their
lectures, teachers of the department use practical exercises problematic,
programmed instruction of students and other interactive teaching methods,
providing all the necessary instructions and regulations documents.
The approaches to build students' professional
interests, targeting the relevant international experience requirement of
studying programs, further contributing to the continuity of different levels
of education and student mobility have
been adopted by governmental general
education standards of the Republic of Kazakhstan (State Standard of Republic
of Kazakhstan, 2006). At the meantime,
generalized curriculum , working plans are based on the generalized
curriculum approved by the Academic
Council of the University, will help to ensure the academic freedom of students
through a wide selection of programs, and create approximate adaptation to the
labor market.
Considering the internal
regulatory and technical papers on the PTS teaching load (staff schedule, Research
Council, university administration, the extract from the minutes of the
scientific councils of the faculty, the department PTS plans and reports,
studying and guidance documents
relevant to the content of educational professional programs, higher and postgraduate professional Education is
established by the relevant government approved standards of higher and
postgraduate education and implemented through curriculum and programs
Curriculum is developed
in three forms: 1) general study plans (GSP), which determine the content and
complexity of the study of academic disciplines with a list and brief
description, represented as a catalog of compulsory courses in Annex. 2) the
working curriculum (WC), appearing as the basis of estimation
of the complexity of the teaching work
of the teachers 3) individual education
plans (IEP), which determine the educational path of each student individually. In all forms
of curriculum, unified system of coding disciplines is used, providing
appropriation for each subject curriculum of the code symbols, alpha and
numeric expressions. General curriculum is basic, ascertaining credits outlet in each discipline of
mandatory component. Component selection indicates the total number of credits.
Working study plans (WSP) are prepared in accordance with the general study
plans and individual learning plans of high school students, approved by the
rector (vice-rector for academic work) according to the decision of the
Academic Council of Higher Education Institution.
Directory catalog of
elective subjects (CES), which includes a list of all the choice disciplines, is developed for the credit system of studying in addition to the model
curriculum and compulsory subjects. To help students in choosing courses in this catalog reflects
the appropriate alternative of educational courses, their prerequisites and
post details
KazGosZhenPU provides an
educational process in its entirety with all the necessary information sources:
books, textbooks, manuals and work outs of academic disciplines, active handouts
and instructions for independent work, electronic textbooks and online access
to educational resources. In addition, each student is provided with a guidebook for the entire
period
of study.
Today, the level of social development is
directly influencing the educational policy of the state, while
the level of its value orientation and social needs form and develop personality when choosing a career, on the one
hand, and on the other hand, the level of personality development is determined
by a professional culture, ability,
especially its potential, that are connected with activity of educational institutions on the quality of the
educational process, scientific research, educational methods, etc.
In our view, creating conditions for
proper professional self-determination, in accordance with the interests and
abilities of future professionals, providing training opportunities,
professional retraining, and scientific work for the election of the
profession. Each of these areas has long approved the concept and program
development, which generally can form the basis for the development of high
quality professional education of future professionals. Therefore, these areas may contribute to
the educational policy implementation at any level, and the analysis efficiency
of the educational activities of higher education may be a part of the
accreditation process as a mechanism for quality management education.
In terms of the quality management of
professional education, the uniqueness is that while studying educational programs, it is necessary to control
its content, systematic analysis, updating management techniques in the process of preparation, both program and
control the availability of guidelines and requirements for the structure of
the programs, that meet the needs of potential consumers agreed with the mission of
higher education.
In our opinion, the main purpose of the
self-quality educational programs in Kazakhstan is not just a statement of
higher education, confirmed by a diploma, a high-quality professional education
should be in demand on the labor market. The basis of the
educational concept of different institutions on the principles of classical, fundamental
education, is organically combined with the latest technology training. Today, in addition to
traditional lecture and seminar system, interactive techniques, that emphasize self-reliant, creative students’
work of the university are successfully applied.
Thus, the high school
always intends to meet the modern requirements, so that sustainable human
development can not be achieved without a process of self-esteem and quality of
educational programs control in high school activities. To carry out education
policy, it is impossible to avoid using all available opportunities in establishment, formation during the modern civilized development of higher education.
Literature
1. V.D. Shadrikov. On the participation of NGOs in education quality evaluation and
accreditation of universities. Higher Education in Russia. 2009. ¹ 2, pp. 4-7.
2. N.E. Mazhar. The quality of education as a system factor of
educational policy. Pedagogical education and science. 2010. ¹ 8, pp.16-24
3. L.N. Glebova. The quality of education, panorama views. The quality
of education. 2009. ¹ 1-2 , pp.4-5.
4. Higher education and postgraduate education. Standards of institutional.
accreditation. Astana, 2009, p.98.