Yu. Pak, D. Pak, А. Yudintseva

Каraganda State Technical University, Каzakhstan

SOME ASPECTS OF STUDENT’S INDEPENDENT WORK

ACTUALIZATION IN THE bOLOGNA PROCESS CONTEXT

In the globalization period education serves as an essential component of society sustainable development, where leading role is given to University education.

Innovative directions of higher education development in Kazakhstan coincide with the reforms direction in the spirit of the Bologna process. Changes in socio-cultural situation in Kazakhstan in the transition to the industrial-innovative development intensified forms and formation of information society based on knowledge, dictate new requirements for graduates. There is contrastively denoted the vector of higher education modernization towards the new paradigm: from the information transmission to the cognitive ability to learn.

The specialist competence model which is formed in the context of the Bologna process focuses on the demand of modern fast-changing market. Actualized problem is not so much in improvement of teaching quality as in improvement of learning quality and education productivity. This fundamental principle of student-oriented approach has not been sufficiently spread yet in higher educational institutions of Kazakhstan. The transformation from a purely knowledge paradigm to a competence one makes the most important system-forming factor of educational activity not so much the component of getting knowledge as the component of the various ways activities acquisition. Competence can not be translated by informing. There is increased the role of a teacher as an organizer of the learning process based on students’ independence and productivity.

The innovative aspect of the new educational paradigm of higher education is that education and training process focuses more on students’ independence, and educator’s teaching function shifts to the support functions of the learning process.

Moving the gravity center of the educational process from teaching to learning as student’s self-learning activity and development of learner’s independence is essential to promote students' independent work (SIW). In undergraduate educational programs, which are now formed in accordance with State educational standards of new generation, the amount of hours for SIW are significantly increased with an adequate reduction of the classroom teaching loading [1]. This is doubly actualizes the problem of students’ independent work improvement at the University. We need innovative didactic approaches for student’s self-learning higher-performance in conducting various types of training. In this context it is required to develop a new balanced curriculum with an emphasis on enhancing the role of the SIW; to improve the monitoring of training; to introduce the modern training techniques that allow intensification of educational process, including the SIW; to modernize the methodological support of students’ research work, internship, course and diploma projects, in the implementation of which should be developed the elements of independence.

Strengthening the role of independent work involves structural reorganization of the educational process. The current practice of independent work organization does not fully meet modern requirements. As a result, there are not formed strong self and independence skills, and many graduates do not possess professional competencies.

The relatively low level of the educational process subjects’ interest to improve the performance of independent work confirmed the results of the students’ survey [2]. Only 12% of the respondents are systematically engaged in the daily independent work, 52% of respondents attributed this work to prepare for seminars and practical classes, and a fifth of the students surveyed to the preparation for the exams. About a quarter of students recognized the need to increase the time for SIW in connection with the introduction of credit system of education. On the question of whether the university developed a favorable environment for the organization of the SIW, only one-fifth answered affirmatively.

In the context of higher education modernization within the Bologna process motivational and resource support issues of students’ self-learning are actualized. The solution of identified issues will require innovative approaches that go beyond the traditional knowledge paradigm of education. In the context of this approach, an independent learning activity of the future specialist should be considered as a qualitatively new form of social experience and living behavior. It is designed not only to master the knowledge of specific disciplines, but also to form the self-analysis and the ability to solve problems requiring the relevant core competencies. In fact, independent work is the foundation of the restructuring of the educational process and the main reserve for increasing the quality of education.

The main directions of methodological improvement of students’ independent work organization at present are seen as following: clarification of the objective functions and content of students’ independent work activities; the changing nature of the interaction of the subjects of education process, based on successful inclusion in the SIW; development of new methodological support for the SIW based on current student-oriented educational technologies, the introduction of information technologies as a means of supporting and improving the quality of independent work.

Thus, independent work as a dominant component of students learning activities in the new educational paradigm is required a different approach to its structure, with full coverage of designated areas.

The well-known expert in the field of higher education C. Reichert said: “The idea of the Bologna reforms to improve the quality and international attractiveness of European higher-education remains a dream, because it requires a significant investment, which most countries can not afford.” Kazakhstan higher school entered in the Bologna process in 2010 is taking first steps towards the European integration and gradually introducing principles of the Bologna process. New approaches to the implementation of self-learning cognitive activity it is appropriate to approve on a phased basis taking into account the views of the scientific and educational community. It is possible that this complex problem will not have the only one true solution.

Sourses

1. Pak Yu.N., Pak D.Yu. Methodological features of new generation State educational standards and educational problems formation in the format of competence // Proceedings of the University / KarSTU. – 2011. - № 4.

2. Levina L.М. Innovative aspects of student’s self-education work in the Bologna process context and higher education modernization.// Journal of Nizhny Novgorod University. – 2010. - № 6.