CC BY
50
Section 7. Pedagogy
DOI: http://dx.doi.org/10.20534/ESR-16-11.12-117-119
Usmanov Salahdin, Jizzakh Polytechnic Institute PhD, associate professor E-mail: sandoil@inbox.ru Zayirov Kamoliddin, Jizzakh State Pedagogical Institute PhD, associate professor E-mail: kamoliddin.60@mail.ru
Conceptual aspects of the creation of competitive education system in Uzbekistan
Abstract: The article discusses the problems of modernization of higher education in Uzbekistan in the context of the Bologna Declaration. Comparative analyzes of the education system in Europe and Uzbekistan. Shown are methods systematic and comprehensive solutions to the problem.
Keywords: Conceptual aspects, competitive education, the Bologna Process, modernization, higher education, Bachelor, Master, Engineering.
The increasing globalization of information, science and industry, require education, of preparation a wide profile specialists with extensive skills and communication skills, able to switch from one activity to another. The national education system of the Republic of Uzbekistan is reformed, as a rule, by raising the of learning capacitance, which is associated with an increase in spending on education and decrease in the quality of education. These requirements can be implemented only with the introduction of the principle of continuity of education, continues for the whole of human life. The adoption of this basic position requires a fundamental change in the national higher education system and the introduction of multilevel improvement of qualification of specialist.
In Uzbekistan, the modernization of the education sector carried out in stages, beginning of independence. However, the progress of the national personnel training programs in higher education institutions takes place unequal least, professors and academic staff are not fully planned program of modernization of higher education in the country. Among the reasons for lack of dissemination of the law on education, national training programs and other public acts are conservative, lack of information, disbelief in the final positive outcome and disinterest of professors and academic staff.
Modern education reform in Uzbekistan has its own characteristics associated with the specifics of external and internal conditions. Social, scientific, technical, economic, cultural and political environment in which the functions higher education institutions and creates special prerequisites for further development. In my opinion in the higher education of Uzbekistan carried out serious reforms, the content ofwhich is considerably wider than the changes that the Bologna Process envisages.
Uzbekistan produces its national policy in the sphere of higher education, based on the internal needs of the country and taking into account world tendencies. In accordance with the tasks carried purposeful work, created government system of quality control and accreditation of higher education institutions [1; 2].
Uzbekistan's transition to a three-level system of personnel training (4 years Bachelor's, Master's 2 years and 3 years Institute senior researchers) suggests that access to the second and third cycles will require the successful completion of the first cycle lasting at least four years. In terms of qualification degree awarded after the first cycle shall comply with the requirements of the world labor market. The second cycles is completed get a master's, and then third cycle a PhD.
Moreover goes detailed dialogue on issues of rapprochement to the European education system. It should be noted that currently the European education is no uniform system, there are many schemes of education. Comparisons of the conceptual provisions of the modernization of higher education in Uzbekistan have shown that there is no radical conflict with the European educational system. The main assertions of development of education in Uzbekistan formulated orientation of education to a person in the implementation of the principle of humanity education. The main state acts adopted on education, personality is considered as the aim of education and the education model — as the movement for perfection humans. The national model of education that envisages for human development during all life need to the initial a universal, a fundamental, and not narrowly specialized education.
Underscoring higher education as a public good, in the national program for the personnel training is marked the unity of its political, social and economic sides as state guarantees access to education. This document also is viewed the position that students should be provided with appropriate conditions for work and life, so that they can successfully and timely completed their studies without reference to the circumstances related to their socio-economic status.
"Law on education" of the Republic of Uzbekistan also emphasizes the need the autonomy of higher education institutions, while ensuring of liability. Autonomy is viewed in the transfer of educational institutions of moderate autonomy and the possibility attraction of extra budgetary funds in education. This is guideline
Section 7. Pedagogy
that provides improve the social status and professionalism education personnel and development of education as an open state and social system in the conditions of strengthening government and public support [1; 2].
At the same time, in conditions of mass access to higher education, ensuring modern quality becomes a fundamental problem. This is the main point, which is why was required the modernization of the education system in the Republic of Uzbekistan. Today, we can state that education institutions let out an average of specialists of different levels of quality of education. This problem requires the introduction of tiered of education and qualification gradualness of receiving learners that will improve the quality of education.
The fundamental nature of education — one of the priorities of the national education system, is the foundation of education quality assurance. The fundamental today is the basis of professional flexibility, conforms to the requirements constantly changing of the modern market.
The carried out analyzes in the framework of the project «HIGHVEC» showed that the overall education of Uzbekistan and the European educational system are consistent, then problems arise in subsection the development of of the upper mechanisms of implementing this program, taking into account the interests of all parties. There are incomprehensible, possibly disturbing moments, between the considered the key provisions and the existing practice.
One of the main objectives of the Bologna process is the involvement to Europe a large number of students from other regions of the world [3]. It is believed that the introduction of a pan-European system of quality assurance of education, credit accumulation system, of easily readable qualifications will lead to the fact that the involvement of Uzbekistan in the world pyramid of educational business will increase the outflow of students to other countries. It must be admitted that such a situation exists in the present, and by force, cannot be stopped. It may be solved through creating a competitive education system of attractive also for other countries.
One of the difficult problems to be solved is a different system for monitoring and evaluation of students' knowledge, for example, in Uzbekistan the rating system of monitoring and evaluation, and credit in Europe. Also in Uzbekistan remains problematic placement of bachelors. When employing employer should pay attention to the competencies that indicated in this qualification, that is, what the functional responsibilities should perform the work searcher.
In the current two-tier system of bachelor students in the first two years of studying at a higher education institution for a fairly general program, At the beginning they study the subjects included in the humanitarian and socio-economic, mathematical and natural-science and general professional cycles. In the second two years of study disciplines included in the general professional, special and additional cycles. Two-tier training system is not conceptually different from the European, but at the same time, baccalaureate, is regarded as the formal level of education in the labor market, and the Masters is regarded as an opportunity to increase the of terms of preparation for the specialty.
In Europe, there are two different lines of technical education, namely:
- a longer, it provides a large extent scientific-oriented education;
- a shorter, which provides a large extent practically oriented education.
These types of training direction terminating in two kinds of engineering profile — the so called conceptual engineers and practical engineers, both of profile training, good in demand the labor market.
Titles for engineers with higher education, within the meaning of the Bologna Declaration CLAIU are seen the adapted to existing titles of educational titles for engineers, as follows [4]:
- "Bachelor of Engineering", which indicates the study of the practically oriented engineer with a study of 3, 3,5 or 4 years;
- "Master of Science in Engineering", which indicates the study of the theoretically and conceptually oriented engineer with a study of 5 years.
The academic term of "Sciences" within a university background indicates that the study has a fundamental mathematical and highly scientific basis. Consequently, the addition of "Science" to a Bachelor or Master degree can only apply to those types of study which are characterised by a "Sciences" content. Consequently, the possible qualification of "Bachelor of Engineering", "Bachelor of Engineering Sciences", "Master of Engineering".
The "Bachelor of Science in Engineering" is a university intermediate phase of the conceptual engineering profile which only grants study mobility in the host country or abroad. It is not an independent, economically viable "final" degree.
The "Master of Science in Engineering" is the degree which indicates the formation of the conceptual engineer.
The "Master of Engineering" is not available now but could offer to the Bachelor of Engineering further study opportunity (1 02 years) in a particular technological field [4].
The degree of "Bologna" the bachelor should be considered as part of the educational process. Although the graduate bachelor level, and may wish to enter the labor market, but he will need to additional training in order to achieve competencies possessed graduate of master's level.
As seen, baccalaureate scheme, which is implemented in Uzbekistan is different from the European version. The European the bachelor degree, the qualifications adapted to the different competences. However, they favor the formation at the bachelors general education, social and personal, economic, organizational, managerial, general scientific, professional, special competences for the free orientation on the labor market and continuing education in the future.
From the above comparative analysis can conclude the following and recommendations.
1. The state educational standards of Uzbekistan shall contain the discipline or the same modules, which would ensure:
- the competence ofvalue-sense orientation (understanding of the values of culture, science, industry);
- the competence of citizenship (the knowledge and observance of the rights and responsibilities of citizenship, freedom, and responsibility);
- the competence of self-improvement (awareness of the need and the ability to learn throughout life);
- the competence of social interaction (the ability to use cognitive, emotional and volitional peculiarities the psychology of personality, willingness to cooperate, the racial, national, religious tolerance and ability to repay the conflict);
- the competence of communication (of oral, of written, cultural and foreign language);
- the competence ofhealth savings (knowledge of and compliance with the rules of a healthy lifestyle).
2. All bachelor programs should include universal skills and competencies as part of the competence of the master's degree. It is recognized that in some areas that require professional accreditation, Bachelor's not always can give qualified providing full professional competence. One important task is to develop a description of core competencies that should to own of bachelor and master graduates in
broad subject areas. Since such descriptions are a means of improving the quality, flexibility and comparability of educational programs.
3. Planning of staff units should be implemented by the number of students; in stages should be reduced amount of classroom hours; work aimed at the widespread introduction of information technologies should be accelerated; further planning transfer of administrative functions to the chairs of and the announcement of the contest on the best innovative universities.
4. Modernization of education will require modification and teaching technologies. So, as a qualification of competence related to the development of personality, one of the main objectives of organization of educational process is to strengthen the role of independent work of the students. Organization of teaching in the form of teaching, ready standard of knowledge, book truths, is an informative character, is less effective in the sense of comprehensibility, inculcates consumer attitude, do not teach of thinking independently and acquire knowledge. Rational reduction of classroom teaching and shifting emphasis to independent work will contribute the development of students' ability to self-development, skills of free critical thinking.
All this leads to a change in technology training. Getting new knowledge and information derived from different sources and supervised by the teacher, will enhance the creative aspects of education. The teacher becomes a manager, consultant. Organization of independent work requires high qualification of teachers, working together with the student to solve problems and scientific issues, performing of projects and dissertations. Thus the organization of self-productive work requires a large expenses of time by the teacher. The development of new technologies, access to obtain of diverse information, provides a variety of options for the organization of independent work of students.
5. Transfer learning management to the department and to give priority to independent work of students means that the planning of the state within the profession needs to be conducted on the total number of hours recorded in the state educational standards, taking into account the time planned for students' independent work. And the work of the teacher should be assessed in all types of work: classroom, the organization of independent work of students, methodological, scientific, educational and research work of students scientific research work of students. There is no need of permanent controls over hours and determined of salary by the amount of hours
spent. Accordingly, many of the structures would be superfluous. Significant efforts of training quality control structure. Responsibility and control a large load will go to the head of the chair.
Seems to us that by taking the basic provisions of the Bologna Declaration, it is necessary to stick closer to the East European scheme of development of higher education. At the same time prescribed compulsory subjects should be within 50-70% of the total amount of training, depending on the cycles envisaged by the state educational standard.
In conclusion, it should be noted that modernization of education will take place in a systematic and comprehensive solution of these problems and the implementation of the principles:
1. Modernization of education should be carried out independently of the Bologna process.
2. The principles ofhumanity, advanced and continuing education can be carried out most effectively when administered multilevel.
3. To integrate primary, secondary and higher education as a step in continuing education and multilevel professional training. This will require the harmonization and standardization of cross-cutting professional educational programs from primary to postgraduate.
4. It is necessary to form requirements to the level of professional qualifications required, the content and teaching techniques. Necessary to introduce integrated-differentiated approach to the compilation of the state educational standards. For example, for all engineering specialties ofhumanitarian and socio-economic, mathematical and natural sciences and general professional cycle should take the same at the baccalaureate level.
5. It is necessary to change the system of learning technology, for this purpose should be: rational reduction of volume of classroom teaching and shifting emphasis to independent work; independent work should be planned as a joint work with the student to solve problems and scientific problems, performing of projects and dissertations with an equal share responsibility for the results.
6. It is necessary to develop internal, external of quality control systems, training, assessment of the level of acquired knowledge and competences.M3MeHe™e системы управления и организации обучения студентов.
7. It is necessary to economic labor incentives teaching staff of universities as the reconstruction of the system ofhigher education.
References:
1. Law of the Republic of Uzbekistan on education [Electronic resource]. URL: http://www.lex.uz/mobileact/15622
2. The National Programme for the personnel training of the Republic of Uzbekistan [Electronic resource]. URL: http://www.lex.uz/pag-es/GetAct.aspx?lact_id=19769
3. Main provisions of the Bologna Declaration [Electronic resource]. URL: http://erasmusplus.uz/bolonskiy-process/Main-provisions-of-the-Bologna-Declaration/index.htm
4. CLAIU's Opinion on the Sorbonne/Bologna Declaration [Electronic resource]. URL: http://www.aic.lv/ace/ace_disk/Bologna/Sta-tem/CLAIU.PDF
