Аkeshova M.M.

International kazakh-turkish university by H. A. Yasawi

PEDAGOGIC INNOVATIONS IN EDUCATIONAL SYSTEM

If we take a serious view of advancement of man and human society in whole, two processes can be revealed. Firstly, development of man as a creature i.e. discovery of knowledge, mastering of new skills, accumulation of conduct experience. Secondly, development of a whole society in totel i.e. acceptance of new, democratic and human values, norms, establishment of humane relations, rise of living standard. Thus, each succeeding society is more perfect than previous one.

The society is not constant and invariable it can be compared with a single organism which may be transformed and is in constant process of transformation. Every change in a society is a product of cooperative labor of its members which is formed partially owing to the cooperation of contemporaries and on the other hand by the predecessors’ labor [1].

Changes exist and are not only typical for these days, for our society and our life but also they reflect one of the major attributes of nature altogether being a reflection and expression of entire human trouble and struggle of man for better life and constant search of something i.e. better one. However, it should be noted that if in the immediate past such changes took place very slowly but now the speed and number of them is increased. Owing to development of science and engineering the number of spheres where possible changes may occur is raised. The highest level of technology makes it possible to make any changes quite quickly. The speed of conducting and introducing changes is quite conspicuous performance and so it is frequently employed to determine the development level of society.

The experience gained from other countries displays the investing to innovation will be repaid manifold as basically viable and extremely profitable variants get accustomed. In many countries the standard of well-being is more and more is measured with number of innovations and degree of their usage. That is why if before a society, the education system and upbringing may be satisfied with innovations brought by a single enthusiast but now to bring innovations it is required to have well-planned, systematic, mass and social approaches and not private ones. All sectors of society get involved in it including economic structures, government and society itself.

For education introducing the innovations is the main way of enhancement of effectiveness and that is why all countries are striving to bring as much innovations as possible to the education system. Of course innovation policy is required to be led in interconnection with social development in all spheres of labor and supposed to be conducted in well-organized and well-planned manner.

Education as a social function reflects alterations in society. It can be said the level of education system development results from a definite level of society development. However there is a back action as well. The education system has an influence on society and its development by accelerating or putting the brakes on the development of society. In this sense changes took place in education is not only corollary but also requirement of further social development.

The study finds that having no professionally trained and educated workers there will be no socio-economic progress. Transformation in society or education is closely connected with each other. Changes in social development determine changes in education and on the contrary changes in education create prerequisites for new changes in social development. That is why in developing education in various countries occur as identical or similar tendencies so very tremendous differences.

When one teaches the issue concerning the link with changes in society and changes in education system it should be noted that there are two viewpoints. Some people reckon that firstly it is necessary to perfect changes in social relations and improve economic status of educational institutions. At the same time they consider the changes in teaching technology as minor questions [2].

They suppose that the reform does not require any drastic alterations in teaching skills, methods and contents of education in whole.

But on the other hand, there is another viewpoint it is on the contrary; in internal structure of the education system they see only motion which is capable to improve solely the education system. They believe that the school reforms are able to fulfill minor changes in organizations, methods facilities and forms of educational and upbringing works.

If the first group considers reforms in the educational system as the society’s task, then the second group regards the matter as education agents’ commitment and it implies that both groups cannot see or do not want to see the interconnectivity of education reform with other kinds of social activity and the whole society respectively. These two spheres not only have a link with each other but also they actively interact and make for mutual development.

Not all innovations in education are caused by solely changes in social relations or in economics and finance. Some of teaching innovations become reality only through definite social relations. For instance, the main condition of developing humanization process of education is political transformations in a society and changes of economic functioning mechanisms of education.

However, basic mass of pedagogic instruments of educational process is formed via education workers that is as internal i.e. purely pedagogic, and part of changes is developed on the grounds of social conditions, economic and political structures which were created by the society itself [3].

The interaction of social and pedagogic structures and changes are evident so that’s why it should not be supposed that there are external (social) and internal (pedagogic) reforms in education although the viewpoint of this kind exists. Some suppose that the external reform is carried out from without and from above, i.e. the government and the internal one is by education workers. The first reform allegedly is the society’s affair and it is responsible for that while the second one allegedly attributes to the education system itself and only education is “in charge with” it. There is an opinion that a society cannot intervene in pedagogic reform as these reforms are specific and specialists’ internal affair. Supposedly just they can and are urged to carry out such reforms. This viewpoint leads to disorientation and unconformity in reformatory events causing difficulties and fallouts [4].

Through actual reforming these two processes merge into socio-pedagogic process which is carried out by joint efforts of all social and pedagogic organizations.

Life teaches us that a human being living in a society cannot develop automatically on its own account separately from a society and in exactly the same way society does not develop if it does not reform its life consciously and purposefully. The innovations in education are not pedagogic but also social issues. By that fact the educational activity presents a particular interest for society and children which means that society is also interested in innovations in this sphere.

Quick changes in production techniques and other spheres of man’s activity require constant observation of technical progress which means that the education at secondary school cannot pretend to complete preparation to work. A quick acquiring of a high volume of knowledge means a quick obsolescence of knowledge gained. So it is required the understanding of the necessity of constant learning process as the main task of modern life by all people and the whole society.

Moreover, at current conditions even not all vocational education ensures training of person for life. Highly vocational education is no more sufficient training to work. To work in any sphere it is necessary to have a defined level of general culture, fundamental training in quite a number of sciences, a firm grasp of human relations and it can be reached through fundamental training [5].

The society is always making progress in its studies and has high potential. Thus, the education cannot be a task or privilege of part of society i.e. younger generation but this is the requirement for achieving success in life for every person. The education turns to life-long process and becomes continuous process. Thus, the education acquires a new quality, a new structure and new slightly other functions and character. Continuous education virtually implies new approaches, new ideas, a new philosophy and new ways towards education.

The necessity of constant learning process which is called continuous education makes not only educational institutions of secondary professional and higher professional education develop in the educational system. The continuous education is meant to developing a wide system of educational institutions, improving and re-training education and working people.

Nowadays a large number of innovations of different kinds, directions and significance are introduced into education. Large and small government reforms are carried out and innovations are brought into organization, contents, methods and teaching techniques.

The following changes are attributed to innovations in education [6]:

1. in social condition of education and level of financing the system;

2. in educational system structure;

3. in education maintenance i.e. in curriculums and discipline-related programs;

4. in internal organization of school activity;

5. in “teacher to pupil” relation;

6. in teaching methods;

7. in educational institutions’ equipment and using IT in education;

8. in constructing buildings and premises designed for educational institutions.

The object of education is the creation of favorable conditions for development and self-development of learners, educate them to have the abilities to make self-reliant decisions. That’s why the centre of new public educational policy is the personality of human in full accordance with the “Universal Declaration of Human Rights”. To exercise this right it was required to make principle changes of all Kazakhstan educational system and forming new educational policy.

The aim of education, its economic base, the educational system management, the structure of school and the ways of payment for studies were subjected to reforming.

The dominant causes for reforming were the following points [7]:

1. To try to leave from totalitarian system in education and democratize the educational system;

2. The intention to humanize education for taking the interests of each person into consideration;

3. The necessity to adapt to new economic conditions of society existence and educational system;

4. The creation of favorable conditions for forming the educational system that would ensure good acquiring of knowledge by learners.

The major task of teaching at traditional school was the transfer of knowledge to learners. All methods applied in traditional schools were directed to implement knowledge and skills. The aim of teaching on the grounds of this idea was to obtain knowledge by learners, master educational skills and train skills for second-nature required for mastering the given material. This enables them to receive all necessary knowledge which is required for future life.

The aspiration of itself to give more knowledge to the rising generation is not bad. But when giving knowledge on the grounds of the above-mentioned methods the learners’ individual characteristic and their interest were not taken into account and teaching could be compared with the work of conveyor production line.

One of the main tasks of reforming the educational system is the task of working out and putting to use the schools with new pedagogic techniques that will take the learners’ individual characteristic and their interests into consideration. Bringing new educational technologies will enable to replace gradually traditional technologies.

The subject of school’s primary concern was the function of upbringing. Its specifics were so high that teaching and upbringing theoretically were grounded and fulfilled as two off-line process having its own objectives, principles, content, methods, forms of organization and outcomes.

It would be true to characterize this type of upbringing as a socio-oriented upbringing; the gist of which is to use education for purposeful forming of people required for the government that meet its social order. But this is not to say that this type of upbringing completely disregards individual requirements and demands of learners but they were promoted and satisfied only in case if they met the national interests. That’s why the basic quality assessment criterion of education in socio-oriented educational system was a person’s political orientation, his loyalty and to be ready to back the government but not individual and personal development.

Another significant function of education is socialization i.e. the creation of favorable conditions for reproduction of social experience by an individual. Its subject is personality meaning defining relations between an individual towards the world, social status, self-consciousness, value core of world-view and other components of individual consciousness, the content displays that the personality accepts from social experience.

REFERENCES

1. Hymes, D. On Communicative Competence. In J.B.Pride and J.Holmes (eds.), Sociolinguistics. Harmondsworth: Penguin, 1972, pp. 269-293.

2. Keen K. Competence: What is it and how can it be developed? In J. Lowyck, P. de Potter, & J. Elen. (Eds.), Instructional Design: Implementation Issues (111 – 122). Brussels: IBM Education Center, 1992.

3. Brown G., Malmkjaer K., Williams J. Performance and competence in Second Language Acquisition.- Cambridge University Press, 1996. – 25-34 p

4. Littlewood W. Communicative Language Teaching. An Introduction. – Cambridge, Cambridge University Press, 1981 – 33 p.

5. Brumfit S. Communicative Methodology in Language Teaching – Cambridge, Cambridge University Press, 1984 – 88 p.

6. Widdowson H.G. Aspects of Language Teaching.-Oxford: Oxford University Press, 1990.-218-260 p.

7. M.Canale, M.Swain. From communicative competence to communicative language pedagogy. Language and Communication. London: Longman, 1983. - 122 p.