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13FOREIGN AND UZBEKISTAN EXPERIENCE IN EDUCATIONAL QUALITY
ASSESSMENT
Shavkat Kodirovich Muxtorov
PhD student of Bukhara State University
ABSTRACT
This article analyzes and compares the criteria for determining the ranking of higher education institutions in developed countries, as well as the criteria for determining the national ranking of higher education institutions in the Republic of Uzbekistan. The shortcomings of the national rating system and ways to overcome them are listed.
Keywords: University rankings, evaluation criteria, rating indicators.
INTRODUCTION
The rating is a method of comparing the quality of education in higher education institutions and is designed to provide information on the prestige of educational institutions to consumers of educational services - students, staffing and education authorities. is increased. The rating consists of a set of indicators that reflect the activities of the university or its existing areas of education and specialties, and determines their position in the education system. A rating is a number that describes the superiority of one educational institution over another, and is often calculated as a conditional integral indicator based on a set of individual indicators. The rating is aimed at improving the quality of educational services:
❖ development and improvement of the market of educational services; The purpose of the education system is to provide information on the authority of educational institutions to the authorities, staff, parents and students.
❖ World experience shows that the rating is mainly aimed at assessing the following three categories of indicators;
❖ evaluation of performance indicators;
❖ assessment of indicators characterizing the current state of the educational institution;
❖ Evaluation of the indicators achieved by using the internal capacity of the institution.
A special place in this is given to the assessment of the conditions created for students to receive quality education, the indicators of employment of students in their specialties. The methods of organizing and determining the rankings of educational institutions are diverse and are directly related to the education systems of countries and methods of assessing higher education. Currently, a number of foreign countries,
including the United States, Great Britain, Germany, Poland, the Netherlands, Spain, Japan, China, Russia, Ukraine, are rich in determining and applying the rating of educational institutions. have experience. Their existing rating systems are based on different approaches based on the characteristics of the education system.
RESULTS
In the United States, three groups of quality indicators are used in the rankings: student achievement, faculty achievement, and the academic potential of the university. The method of weighting and aggregation is used to convert these indicators into ratings. In the UK, the rating is determined by the media based on data from statistical sources. Among the indicators, attention is also paid to scientific work. Consumers' opinions about the educational institution are considered as one of the main indicators. The German rating system is primarily designed for school graduates, which determines the rating of specialties. As a result, universities are divided into good, medium and bad groups. The decision on the rating is based on information about the universities and the cities where they are located, the contingent of students, basic information on courses and training, employment, the labor market and the views of faculty and students.
In Poland, the ranking of universities is carried out separately, taking into account their characteristics (ranking of universities, ranking of private universities, ranking of creative universities). The results of last year's rating are also taken into account in the ranking. The ranking of private universities is determined on the basis of surveys conducted directly at the university and conducted among employers and teachers.
In Japan, the ranking of universities is carried out mainly in 3 areas: educational activities, research activities and contributions to development. Recently, student surveys are also widely used.
The ranking of higher education institutions in Russia has been carried out since 2001. Currently, there are 2 models of the rating, namely, the rating of the Ministry of Education and the rating of the media. In the first model, the rating is based on expert opinion and statistics, but the opinion of employers is less taken into account. The second model is relatively independent, but does not have a sufficiently scientific basis. In order to take into account the positive aspects of these two models, a nongovernmental rating agency was established. The results of social surveys and expert assessment, assessment of the quality of graduates by employers, assessment of the university and its educational programs by graduates are used to compile the rating. The rating of educational programs is also determined by areas of education and specialties. The collected data were divided into separate criteria, and a scientifically based methodology was used to weigh, summarize and determine the general criteria.
In order to develop competitiveness on the basis of assessment and comparison of the quality of education in higher education institutions of Uzbekistan, to further
improve the quality of education, to identify gaps and to formulate clear and detailed long-term plans, the Cabinet of Ministers of December 29, 2012 On the basis of the Resolution No. 1 of January 1, 2013, a rating system for evaluating the activities of higher education institutions is being introduced in the country.
The State Testing Center under the Cabinet of Ministers is responsible for determining the ranking of higher education institutions. The center annually provides the Government with analytical information on the development of higher education in the country on the basis of the currently approved methodology for compiling ratings. In accordance with this Resolution, the State Testing Center is assigned the following tasks to determine the rating of higher education institutions:
- Annual ranking of higher education institutions of the republic on the basis of systematic collection of information and formation of a database characterizing the level and quality of scientific and pedagogical activity of higher education institutions, evaluation of the obtained indicators in accordance with the developed criteria;
- Further improvement of the methodology of ranking higher education institutions based on the results of surveys of experts and employers, taking into account the best practices of leading international rating agencies, the priorities for the development of the higher education system of the country;
- Preparation of annual analytical information on the state of development of higher education in the country on the basis of ratings and further improvement of the organization of scientific and pedagogical activities of higher education institutions, improving its efficiency, level and quality of training highly qualified specialists submission to the Cabinet of Ministers of the Republic of Uzbekistan together with specific proposals;
- to publish the results of the ranking of higher education institutions by March 1 of each year and to cover them in the mass media. The meaning and significance of the introduction of the rating system is not only to have an objective information about the position of each university among the universities of the country.
Most importantly, in this regard, concrete proposals for the formation of a healthy environment of competition and competition between universities, as well as the assessment of neglected aspects and reserves in our work, the level and quality of training of highly qualified personnel. there will be an opportunity to develop. The structure of the ranking of higher education institutions mainly takes into account the following 4 indicators:
1. Index of the quality of teaching;
2. Qualification index of students and graduates;
3. Scientific potential of the university;
4. Other indicators.
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In the index of the level of teaching quality, the teaching staff of the top 300 higher education institutions in the world with the level of foreign higher education institutions (PhD) at the level of foreign higher education institutions (POD) share, level of teaching quality, number of textbooks and manuals published by teachers of higher education institutions during the year, share of foreign teachers and foreign students, exchange programs with foreign higher education institutions Criteria such as the number of areas of education (specialties) taught in a foreign language, the level of knowledge of foreign languages and information and communication technologies and the level of use of laboratory and auxiliary equipment in the educational process. The index of qualifications of students and graduates includes the assessment of graduates' qualifications by employers, the number of students awarded prizes (Diplomas) and prizes in international and national competitions and prestigious competitions, the share of graduates employed in the specialty for 6 months after graduation indicators are taken into account.
In assessing the scientific potential of the university, the number of articles published in foreign and HAC-recognized journals, the number of published monographs, the number of defended doctoral dissertations, foreign grants and state grants, research work on orders of economic sectors funds received on the basis of "employment contracts" are taken into account. Other indicators include the provision of educational resources of the information resource center, including e-books, the availability of remote access to electronic resources, the level of use of information and communication technologies in the educational process and research, the university the quality of the website, the number of POEs conducting training in professional colleges.
The development of science and technology is inextricably linked with the level of development of education [1-30]. International integration in the field of education remains one of the most important issues today. This directly accelerates the process of creating and using new technology. Therefore, international integration in education is primarily based on credit technology. By the second half of the twentieth century, scientific and technological progress had reached its peak. It is obvious that the further development of scientific technology depends on the integration and cooperation of scientists and researchers from different countries, higher education institutions.
Today, Russia has a single system for assessing the quality of education. This system allows to have a complete picture of the quality of education in the country, to analyze and take into account the impact of various factors on the activities of schools. Through this, schools will be able to self-assess, identify existing problems, and parents will have the necessary information about their children's education.
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