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27Pic. 7 Hata furnishings
Art, culture, traditions for each of us, is communication with life in its most concrete and even everyday manifestations. At the same time, it is a never-ending source of aesthetic joy, a source of interesting thoughts, since understanding the structure of an image, the ability to follow the process of its formation, educate an active observer and an objective connoisseur of the creative process in a person. The study of fine art is carried out on a nationwide scale, and therefore can create a two-pronged process that organically combines education and innovative teaching of art. And in order to realize this, it is necessary to give an opportunity to prove oneself in active work starting from the very wounded age, and love for the native land, for one's people will help in this, without this it is impossible to look into the future.
Thus, we can conclude that it is necessary to study the history of our region using art. Encouraging the artistic and aesthetic values of his region by educating, using the means of fine, decorative, applied and folk art
of his people, contributing to the effective and harmonious development of the young generation.
References
1. History of the Kuban / ed. V.E. Schetneva. Krasnodar: Kuban Book Publishing House, 2004.
2. Maltseva L.V. Kuban studies at the lessons of fine art in a comprehensive school. - Krasnodar: Tradition, 2010.
3. Maltseva L.V. The development of the artistic and creative abilities of schoolchildren by means of fine art (based on the material of ethno-artistic culture of the Krasnodar Territory). - Krasnodar: Ecoinvest, 2009.
4. Manukalo A.N. History of the Kuban. Krasnodar: Kuban Book Publishing House, 2004.
5. Pedagogy / Ed. L.P. Krivshenko. - M.: Prospect, 2004.
6. Chistov K.V. Kuban villages. - M.: Nauka, 1967.
CRITERIA FOR ASSESSING THE DETERMINATION OF THE EFFECTIVENESS OF HIGHER
EDUCATION QUALITY
Rudometova L.
North-Eastern State University, Magadan candidate of the pedagogical sciences, docent
Abstract
The main task of this article is to analyze different criteria for assessing the effectiveness of higher education quality. Different aspects are described which are complementary. The main base of the third generation of educational standards is analyzed. The definition of main educational terms is given in this article.
Keywords: quality, educational process, higher education, competence, technologies and methods, basic educational programs, effectiveness, the system of management, improvement, indicator.
The education quality 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. In recent years, the quality of education, as well as the perfection vaniyu paid to the education system so camping considerable attention.
The study of the quality of education in higher education is based directly on the concepts of international agreements and education quality standards.
Quality - is defined as the degree of conformity to inherent requirements, which is understood as need or expectation, which is expected.
The quality of education can be defined as a combination of properties that determines the ability to satisfy the requirements of stakeholders.
The educational process is the process that results in educational products.
Educational products are educational products .
Quality assurance - factors, resources and conditions that allow achieving quality goals (educational and methodological environment, material base, staff abilities, preparedness and motivation of students, financial support, information services).
At the moment, there is no single approach to assessing the quality of education. The quality of education determines the competitiveness of an educational institution in the educational services market.
Due to the fact that the quality of education is a multifaceted category and the criteria for its assessment can be very different. Let's determine four main aspects of assessing the quality of education can be distinguished, which complement each other:
1. guaranteed compliance with basic standards and standards;
2. achievement of goals at all stages of the educational process;
3. the ability to meet the needs and expectations of consumers of educational services, as well as labor market participants;
4. desire to improve the learning process.
It has become widely known expert assessment of the quality of education today. Heads of enterprises, graduates, students, employees of educational institutions and their management, independent experts and analysts, and the international scientific community can be involved in obtaining expert assessments.
The developed methodology for assessing the quality of education is based on assessment objects: 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.
The standards of state regulation in the Russian Federation are the initial requirements for the quality system of an educational institution. Requirements for quality as a result, since and training processes at the stage of higher and secondary education, are registered in the state educational standards of third generation, as well as in the form of indicators of state accreditation, which is also in the present time are reviewed.
The third generation of educational standards is based on such concept of "competency". In one way competence is the ability to apply knowledge, skills, and personal qualities for successful work in various problematic professional situations. In another way competency is the level of ownership of a set of competencies, the degree of readiness for applying competencies in professional activities.
Competence - the ability to apply knowledge, skills, personal qualities and for the successful activity in various troubled professional or Beliefs 's situations; competence -level possession totality to compe-tentsy, reflecting the degree of readiness graduates to use the knowledge, skills and formed on their basis of competence for the successful activity in a certain area.
Competencies are a combination of knowledge, skills, and methods of activity necessary for high-quality productive activities after training.
So, it's evident that these concepts reflect current trends in understanding the quality of the results of the educational process.
The content of the Federal State Educational Standard of the 3rd generation of higher education includes the section for assessing the quality of mastering basic educational programs.
Let's analize some of the higher criterias for assessing the quality of education quality:
1. Educational content_
Educational plans and programs_
Conformity of plans and programs_
Correspondence of programs to the current
state of the subject area_
Provision of training materials_
2. Staffing_
Computer skills_
The presence of a degree, title_
Availability of methodological and scientific
developments_
Creative potential_
Pedagogical skill_
3. Learning technology_
Training Technology_
Laboratory classes_
Practical training_
Assessment work_
Scientific guidance_
4. Technical support_
Technical equipment_
Software_
Conditions for organizing training_
5. Learning results_
Intermediate certification_
Test results_
Mastering discipline_
Final forms of control_
Level of employment_
Due to the fact that the educational process is one of the main processes of the educational institution, it is advisable to assess the quality of education in three areas: analysis of the conditions for the provision of educational services, assessment of current indicators of the educational process and assessment of the results of the educational process . 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 employee. The 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. Let's analyze competence criteria, which are specified in the most important indicators :
- criteria for the quality of teaching conditions are reduced to assessing the following imperatives: students' potential and personnel potential; educational-methodical and didactic support of the educational process and curricula; library fund and information resources; satisfaction of students and employees with social conditions; material and technical support; the scientific and innovative potential of the institution;
- quality criteria for the implementation of the educational process in the educational institution: ensuring the leading role of the leadership in matters of quality and continuous improvement of all aspects of the institution; ensuring that the mission, vision, core values of the policy and strategy are consistent with the goals; implementation of educational programs and ac-
ademic mobility; effective educational work; organization of various types of practical activities for students; implementation of general management in an educational institution, including human resource management, infrastructure, material and information resources, technology; compliance with internal quality guarantees;
- quality criteria for the results of the educational process in an educational institution: the effectiveness of a set of students; success, degree of their readiness for continuing education; the level of formation of professional competence; satisfaction of employers' requests; the results that the institution has achieved regarding the planned goals of improving the quality of training of specialists.
There are some main components of the quality of education. They may be defined as:
The quality of the educational system
- quality of pedagogical potential;
- the quality of the content of educational programs;
- the quality of scientific potential.
The quality of the process - the effectiveness of the educational process
-quality planning;
- quality of implementation;
- quality control.
Result quality
- knowledge, skills, experience;
- competence, worldview, effectiveness of thinking;
- activity, performance, creativity;
- upbringing, culture.
Determining the criteria for assessing the quality of mastering the basic educational programs and indicators for monitoring the educational process are basic in the methodology.
The introduction of a competency- based approach affects all components of the learning process and requires a significant review of the content of education, teaching methods and traditional educational control and evaluation systems.
Assessment of the quality of training of graduates occurs in the certification process, which requires a representative reflection of the requirements of the Federal State Educational Standards in the content of testing assessment tools.
In the course of assessment of students the level of development of a sufficiently large set of common cultural and professional competences. To implement the competency- based approach in the educational process, the control system is being reorganized on the basis of the introduction of competence-oriented tasks in the educational process.
The system of management of quality model is a certain set of criteria, sub-criteria and their components, characterizing the main components of an educational institution with the positions of the principles of management quality, as well as a description of levels of perfection of all components, which in aggregate determine all processes of the organization of activities aimed at achieving the desired results of quality.
To evaluate the results, some definite direct indicators are used: actual "done - not done", quantitative, applied to the organization's achievements; and quality that are used to evaluate the fulfillment of stakeholder groups - (in that number and internal customers).
The Federal Law "On Education" interprets the concept of "quality of education" as a "comprehensive description of educational activities and student training, expressing the degree of their compliance with federal state educational standards, educational standards, federal state requirements and (or) the needs of an individual or legal entity in whose interests educational activities are being carried out, including the degree of achievement of the planned results of the educational program."
There are two main levels for managing the education quality: improving the the educational environment quality and / or improving the source resources quality.
According to international of communities and "quality in higher education is a multidimensional concept, which should embrace all functions and activities: teaching and academic programs, research and scholarship, staffing, material and technical base, building equipment, work on behalf of society and the academic environment" [1].
This statement illustrates the multidimensional quality of education, which complicates its assessment. On the one hand, as S. Belova notes, it is necessary to analyze "the quality of planning and organizational support; quality of content; quality of teaching; quality of teaching technology) and quality of the resulting aspect of the educational process at the university (quality of educational results; quality of graduate training)."
The result of education is evaluated mainly in the course of an external assessment by checking its compliance:
1. basic standards;
2. set goals during the implementation of the educational process;
3. expectations of consumers of educational services and other interested parties;
4. the desire to improve learning.
Since 2006, universities have been actively developing an internal system for assessing the quality of education. When analyzing the results of the university's activities, management takes into account the effectiveness of not only the educational process, research and innovation, but also other processes that ensure their implementation.
When preparing final reports, the university annually analyzes the results of the assessment:
a) knowledge, skills of students (point-rating assessment, online testing);
b) employment of graduates;
c) satisfaction of employers;
d) student satisfaction,
e) staff satisfaction.
Not only university employees, but also members of the student community, employers, and other interested parties participate in the development of assessment criteria and their updating.
Monitoring and measuring the characteristics of the educational process products is carried out in order to verify it through the following activities:
• milestones in the studied disciplines;
• intermediate ( intra-semester ) certification;
• boundary control (exams, tests);
• protection of term papers / proj ects;
• certification of industrial practice;
• state certification tests;
• defense of graduation qualifications.
There are various technologies and methods for diagnosing and assessing the the educational process quality. Among the main indicators we can distinguish:
1. The analysis method as the main method for the diagnosis and assessment of the quality of the educational process.
2. Testing technology for evaluating learning outcomes.
3. Questioning as a diagnostic method for the features of the process component of training, educational work and motivation of students.
4. Ball rating technology for assessing student achievement.
The developed system of ball-rating student performance assessment allows to carry out current control, intermediate and mid-term certification of students, as well as analyzing the data and make managerial decisions that effectively improve the quality of the educational process. Since 2013, the college and college that are part of the university have also begun to use the adapted version of the BRS in their work.
The rating system includes indicators of students' performance in classroom studies, independent work, while defending research papers, and testing. For feedback from students, all materials are reflected in the automated system on the site. In addition, the data on the BRS for each subject are an obligatory component of the teaching materials for the discipline, which are approved at meetings of the departments and communicated to students by posting on the university's methodological website.
Employment of graduates is evaluated according to the proposed indicators and is an obligatory component of the final and intermediate reporting of departments (level of higher education) and faculties.
The quality criteria for quality assessment of modern higher education are:
- the demand for available information resources in the educational process through the university website;
- availability of sufficient information resources for the educational process (Internet, local networks, use of library funds);
- the 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.
According to an analysis of various sources, there is a wide range of different options and possibilities for the choice of approaches to the assessment of the quality of education, depending on the tasks and understanding of what makes a quality education for stakeholders.
Thus, 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 the following procedures: licensing, certification and accreditation, comprehensive assessment of educational institutions in general and individual specialties based on a rating system. The requirements for the quality of education and its very understanding change with the development of society, economics and science.
References
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2. Grinkrug L.S., Averina O.V., Kulagina O.V., Khilchenko L.N., Torsukova E.Yu. Methodological foundations for improving the quality management system in a modern university // Century of quality. - 2013.
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4. Sergeeva S.Yu., Obrevko E. D. Modern approaches and methods for assessing the quality of education // Young Scientist. - 2019.- No. 37. - S. 162-165.
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6. Khilchenko L.N. The internal system for assessing the quality of education at the university: the trend of the times or an urgent need? // Modern scientific research and innovation. 2014. - No. 11. - Part 3 [Electronic resource]. URL: http://web.snauka.ru/is-sues/2014/11/41115
