CC BY
384. Race, P. (2014) Making Learning Happen: A guide for post-compulsory education (3rd Edition). Pp. 304 (Pub) London: Sage, 2014. ISBN 9781446285961.
5. Bochina, T., Ageeva, J., Vlasicheva, V. (2014) Multimedia presentation as a strategy of teaching
speaking. Proceedings of INTED2014 Conference 10th-12th March 2014, Valencia, Spain. Pp. 7661-7669.
6. Hosseini, S., Kamal, A. (2013) How to design effective multimedia presentations. In 7th International Symposium on Advances in Science and Technology (7th SASTech 2013) Pp. 7-8.
ASSESSMENT OF THE QUALITY OF HIGHER EDUCATION (THEORETICAL ASPECT)
Rudometova L.
Candidate of Pedagogics, Docent Associate Professor of the Department of Foreign Philology,
North-Eastern State University Magadan, Russian Federation
Abstract
This article presents the results of research work obtained in the framework of the scientific topic "Criteria and indicators for assessing the quality of education: experience, problems, prospects." The concept of the educational environment and its content are considered. The criteria for assessing the effectiveness of the quality of higher education have been determined. The conditions for the successful implementation of the educational environment in the educational process of a modern university, which will improve the quality of both training and self-education of students and the effectiveness of the formation of professional competencies of future specialists, are indicated.
Keywords: educational environment, quality of education, performance criteria, structure, educational process, quality component, self-examination, self-assessment, system of internal and external assessment.
In 2019-2020 the Department of Foreign Philology at North-Eastern State University carried out research work within the framework of the scientific topic "Criteria and indicators for assessing the quality of education: experience, problems, prospects." This article presents the main results obtained in the course of the study.
The study itself took place in three stages, lasting one year each. In 2019, an analysis was made of the concept and content of the educational environment. In 2020, criteria for assessing the effectiveness of the quality of higher education were determined. In 2021, a system of external and internal assessment of the quality of higher education was structured. Next, we turn to the consideration of the main results obtained for each stage.
During the first stage of the study, it was determined that the effectiveness of the student's personal and professional development is mainly determined by the environment in which the educational process is carried out. Consequently, the social environment is one of the leading factors in the development of the individual and an independent factor in the regulation of human behavior.
The term "educational environment" has long entered the minds of Russian teachers, and is widely used. This is directly related to the fact that education is understood as a process of action of heterogeneous factors, and emphasizes the understanding that the upbringing, training and development of the individual takes place in the educational environment.
Among the basic directions in the development strategy of higher education in the Russian Federation, the creation of an environment favorable for the student, ensuring his comfort, is in the first place. As part of the study, the characteristics that the environment
should have (technical equipment, library stock, condition of buildings, aesthetics, comfort, adaptability) and its focus (preservation and promotion of health, provision of quality education for all, development of gifted-ness, individual educational routes) .
Consequently, the educational environment performs a developing and compensatory function, contributes to the development of students' skills to adequately respond to learning difficulties.
The educational environment is a subsystem of the socio-cultural environment. From this point of view, the socio-cultural environment acts as a complex structure of social, material and spiritual conditions, a set of historical factors, circumstances, situations, the integrity of specially organized pedagogical conditions for the development of students.
The concept of "educational environment" is often used, but its interpretation remains ambiguous. Let us present the analysis of the interpretations of this concept:
Scientist S.D. Deryaba understands the educational environment as the totality of all opportunities for learning, upbringing and personal development, both positive and negative opportunities [4].
V. I. Panov speaks about the structure that allows to respond flexibly to the changing educational needs of the subject, to meet his individual psychological characteristics, to contribute to the construction of an individual educational trajectory.
V. I. Slobodchikov argues that this is a kind of dynamic education, which is a systemic product of the interaction of the educational space, education management, the place of education and the student himself [6].
V. A. Yasvin understands such an environment as a system of influences and conditions for the formation
of a personality according to a given pattern, and opportunities for its development contained in the social and spatial-subject environment [7].
The presented analysis of the concept under consideration makes it possible to conclude that the educational environment is understood as: the educational environment of an educational institution, modeled by the activities of teachers and management personnel; part of the socio-cultural space, where the interaction of various educational processes takes place directly, where students are included in cultural ties with society, gain experience in independent cultural activities.
Analysis of the sources showed that the educational environment is a special area of the social sphere, within which the needs of society in education are realized through the provision of educational services. It is possible to single out the main elements of this environment: basic state, commercial educational institutions; centers of retraining and additional education; structures for the provision of paid and free educational services and consultations; resources of competent qualified teaching staff; systems of methodological, scientific and methodological support of educational activities; publishing organizations, book distribution networks.
It should be noted that the educational environment is characterized by hierarchy. So, for example, modern researchers single out the microenvironment of the study group, the meso environment of the faculty, the macro environment of the university, in other words, the educational environment of a lower level of the hierarchy is a subsystem for the environment of a higher level of the hierarchy.
The educational environment is mainly considered in the context of "man - environment". According to this approach, the educational environment in pedagogy is defined as a system of pedagogical and psychological conditions and influences that create opportunities for the development of existing potentials and personal characteristics of subjects that interact in this educational environment.
It was possible to form typological features of the educational environment [1]: the educational environment of any level is a complex-composite object of a systemic nature; the integrity of the educational environment; a synonym for achieving a systemic effect; educational environment - a certain social community that develops a set of human relations in the context of human adaptation to the world; the educational environment has a wide range of modality; the educational environment acts as a condition and as a means of training and education.
An analysis of the works of modern specialists allows us to determine the parameters of the educational environment: breadth, generalization, intensity, dominance, structuredness, stability, emotionality, mobility,
Along with the concept of "educational environment" there is the concept of "maturity of the educational environment". "Maturity of the educational environment" - the degree of its manageability, controllability and efficiency. An increase in the level of maturity of the educational environment is understood
as a constant increase in the reliability of solving various kinds of social and pedagogical problems, for example, the formation of competitiveness and personal and professional qualities of students, their support in personal and professional self-determination, the integration of science and education.
The analysis carried out showed that the educational environment, like any social system, is a stochastic and open phenomenon. Achieving a high level of maturity is impossible without well-established socio-pedagogical interaction, social cooperation of the educational environment with other systems (employers of graduates, public and religious organizations, other educational institutions).
As the structure of the educational environment, the following was singled out:
1. natural-subject environment (landscape, architecture of an educational institution, location of classrooms);
2. subjective environment (participants in the educational process, their relationships, distribution of statuses and roles);
3. information environment (information flows, traditions, rules, charter of an educational institution, visual aids);
4. educational programs (program content, teaching style, nature and forms of control).
In the course of work on the second stage of the study, it was determined that the quality of education is the basis for ensuring and improving the standard of living of the individual, which is the main goal of the existence of the state. Recently, considerable attention has been paid to improving the quality of education, as well as improving the education system.
To date, there is no single approach to assessing the quality of education. The quality of education determines the competitiveness of an educational institution in the market of educational services.
Within the framework of the study, it became possible to single out four main aspects of assessing the quality of education: guaranteed compliance with basic standards and standards; achievement of the set goals at all stages of the educational process; the ability to meet the needs and expectations of consumers of educational services, as well as participants in the labor market.
The developed methodology for assessing the quality of education is based on the objects of assessment: the state of the educational system of higher education in the current period, the organization of the educational process, the results of the education process.
When developing work programs, it became obvious that the third generation of educational standards is based on such concepts of "competence" and "competence". Competence is the ability to apply knowledge, skills, abilities and personal qualities for successful activity in various problematic professional situations. Competence is the level of possession of a set of competencies, the degree of readiness to apply competencies in professional activities.
The content of the FSES of the 3rd generation of HPE also includes a section on assessing the quality of mastering the basic educational programs.
Since the main goal of training a future specialist is his professional competence, the quality of the results is defined as an integral characteristic of the professional and personal qualities of a future specialist. A group of criteria for the quality of the results of the educational process will allow you to track the practical and personal skills of future specialists. The criterion complex includes three groups:
The first group is a criteria for the quality of teaching conditions: the potential of students and human resources; educational-methodical and didactic support of the educational process and curricula; library fund and information resources; logistics; scientific and innovative potential of the educational institution;
The second group is a quality criteria for the implementation of the educational process in an educational institution: the implementation of educational programs and academic mobility; effective conduct of educational work; organization of various types of practical activities for students; compliance with internal quality assurance;
The third group is a criteria for the quality of the results of the educational process in an educational institution: the effectiveness of the recruitment of students; the level of formation of professional competencies; satisfaction of employers' requests;
The main components of the quality of education were identified: the quality of the educational system, the quality of the process - the effectiveness of the educational process, the quality of the result.
As criteria for assessing the quality of modern higher education, the following were identified:
- the demand for available information resources in the educational process through the website of the university;
- availability of information resources sufficient for the educational process (Internet, local networks, use of library funds);
- availability of distance learning methods;
- the effectiveness of the use of technical means, including computers, interactive whiteboards, plasma panels, as well as layouts, models and simulators in the educational process.
As the analysis of sources has shown, today there is a wide range of different options and opportunities for choosing approaches to assessing the quality of education, depending on the objectives and understanding of what makes education quality for stakeholders. The main task of modern education is to improve the quality of education. One of the methods for managing the quality of education is the formation of a system for assessing the quality of education, which includes procedures for: licensing, attestation and accreditation, a comprehensive assessment of educational institutions in general and individual specialties based on a rating system.
In the course of work on the third stage of the study, it was revealed that so far a unified scientifically based system of indicators of the quality of training of students has not been developed and approved, just as there is no single generally accepted and approved system for assessing the quality of education.
The system of external quality assessment of higher education includes: consumers of educational services (students, employers, the public), state accreditation, performance monitoring, professional public accreditation.
The system of internal quality assessment of higher education consists of self-assessment, self-examination and quality management system. The analysis of the systems of external and internal assessment of the quality of higher education as a result provides information about the quality of the educational service. In higher education in Russia, in the system of higher education, external quality assessment is more developed, focused on standards and performance indicators.
The requirements for university graduates and the criteria for their assessment are contained in the State Educational Standards. However, if the minimum requirements (a set of disciplines and their approximate content) are formulated to some extent in them, then there are no unambiguous criteria for assessing the compliance of graduates with these requirements.
In this case, the assessment of the quality of the education management system is made on the basis of ideas about the quality standard of specialist training.
The systemic basis for assessing the quality of education should directly cover: an assessment of the quality of the "final product", moreover, for several time slices after graduating from higher educational institutions; assessment of the quality of the educational process itself; an assessment of the quality of training of applicants for the subsequent comparison of "what happened" after leaving a higher educational institution with "what it was."
Methods for assessing the quality of education in modern conditions include two stages: the stage of assessing the quality of education based on reporting information about the activities of the university in all the previously mentioned aspects and the stage of assessing the quality of education based on sociological information about university graduates and their business, creative and public careers.
An analysis of all the information received showed that the quality of education is measured by three main indicators: employability; improving the relationship between supply and demand in higher education; improving access to training, with particular attention to problem groups in the labor market.
Thus, the system of internal and external evaluation of the quality of higher education is interrelated. Each university is in a system of close interaction with consumers of educational services that participate in the system of external quality assessment.
References
1. Averina O.V., Kulagina O.V., Khilchenko L.N. Methodology for assessing the quality management system of education in FSBEI HPE "Amur State University named after Sholom Aleichem" / O.V. Averina, O.V. Kulagina, L.N. Khilchenko // Bulletin of the Amur State University. Sholom Aleichem. - 2014. - No. 1 (14). - S. 9-18.
2. Vinevskaya A. V. Modern approaches to the characterization of models of educational environments / A. V. Vinevskaya // Almanac of modern science and education. - Tambov: Diploma, 2012. No. 8 (63). C. 2224. ISSN 1993-5552.
3. Romanov D.A. Models of a safe educational environment / D.A. Romanov, R.V. Teryukha, D.N. Guseva, A.M. Doronin // Scientific notes of the University named after P.F. Lesgaft. - No. 2 (108), 2014. - P. 144-148.
4. Romanov D.A. Kiseleva E.S., Teryukha R.V. Modern models of the educational environment / D.A. Romanov, E.S. Kiseleva, R.V. Teryukha // Scientific works of KubGTU. - No. 4. - 2015. - p. 1-15.
5. Fedorova O.A. Educational environment for the development of the personal potential of the younger generation / O.A. Fedorova // Modern science-intensive technologies. - 2017. - No. 9. - P. 151-155;
6. Khilchenko L.N. The internal system for assessing the quality of education at the university: a trend of the times or an urgent need? L.N. Khilchenko // Modern scientific research and innovation. 2014. -No. 11. - Part 3 [Electronic resource]. URL: http://web.snauka.ru/issues/2014/11/41115
7. Yasvin V.A. Educational environment: from modeling to design / V.A. Yasvin. - M.: Meaning, 2001. - 365 p.
FEATURES OF PROJECT ACTIVITY WITH PRESCHOOL CHILDREN
Saduakasova A.
Pavlodar Pedagogical University, teacher Malekbaeva A.
Pavlodar Pedagogical University, teacher
Abstract
Today in education the priority role is played by methods and technologies of training which activity has productive, creative, search character. Here in the first place is the project activity of pupils. Project activity of preschool children is a unique tool of cooperation between children and adults and a way to implement an individual approach to education, contributes to the integration of educational areas in the pedagogical process. In this article the method of designing preschool education is considered. The article defines the features of project activities in preschool education. Stages of project activity are defined. It also describes the joint work of children with a teacher in project activities. Project, project words are given explanations. The paper reflects the ways and methods of implementation of project activities in the PO.
Keywords: project, design, design technology, pedagogical innovation, collaboration, independent work, motivation, pedagogical technology.
The creation of a modern system of preschool education is aimed at the full development of the personality of each child. The creation of a modern system of preschool education always places high demands on the educational process. Former values and priorities, goals and pedagogical tools will be reconsidered. The tasks of pedagogical activity are to bring up a person who is able to socialize, think independently, access and apply knowledge (not only to learn), to think carefully about the decisions made, to plan independently.
The implementation of these tasks depends on the formation of a teacher who is able to work effectively with the child, to develop his communication skills and business acumen, to abandon authoritarianism in the educational process, to develop the desire to act independently. One of the most effective tools for solving these problems of preschool education is the method of pedagogical project , a form of planning and organization of educational work that contributes to the formation of teachers' competencies, their research skills, creativity, forecasting, search for innovative tools and thus improving the quality of education is considered.
The project method involves, firstly, the solution of a problem, and secondly, the achievement of a result. The project method is a way to achieve didactic goals by fully elaborating a problem that must be completed in some way, with a clear, significant, practical result. At the heart of the project method is the essence of the
concept of «project», its pragmatic orientation to the result that can be obtained by solving a problem of any practical or theoretical significance.
Like upbringing and education, the pedagogical field is not an ontological concept applied in project activities. However, the ability to project in man appeared in the earliest stages of development of society. Initially, project was closely related to life activities, not divided into individual activities. «Every action is not instinctive, impulsive ... it is directed, it is carried out purposefully on the basis of its initial project» [1, p. 240].
At the philosophical level, project is considered to be the result of the action of spiritual knowledge.
Social project is a utopia, in different centuries there are outstanding ideas, which are found in the pedagogical components. Aristotle, Thomas More, T. Campanella, R. Owen work, we find the ideal image of a «new family of people.» The ideal in this case is the purpose of the project. (man, student, structure of people's lives) There are many examples in life and literature that prove that man has the ability to project himself. (For example, N.G. Chernyshevski, the protagonist of the novel «What to do?» Rahmetova). All this allows us to say that pedagogical project is a special type of activity.
There are a number of definitions of the concept of «project» in the scientific literature. For example,
