CC BY
2
UDC: 378.018
Mamatov R.R.
assistant of the department of Uzbek language, pedagogy and
physical culture
Andijan Institute of Agriculture and Agro technology
Uzbekistan, Andijan
INNOVATIVE QUALITY ASSURANCE OF THE EDUCATIONAL ACTIVITY OF THE UNIVERSITY
Abstract: The article examines the directions of innovative quality assurance of higher professional education. An analysis of the problems of the development of the higher school of the standards of procedures and recommendations for guaranteeing the quality of educational activities in the universities.
Key words: educational standards, quality of education, innovative activity of the higher education.
The problem of innovative quality assurance of educational activities of a university in the modern educational reality is very relevant, first of all, in connection with the transition of the domestic system of training specialists to a two-level system of bachelor's and master's degrees. And the main emphasis in this regard, in our opinion, is not only improving the quality of education, but also maintaining the best examples of its provision.
Modernization of the education system implies a transition to competence-based education, in which the leading and dominating idea is the quality of education.30 First of all, the universities themselves are interested in this, since the orientation towards the international system of education quality will significantly raise the prestige, first of all, of those universities in which innovations are being introduced most actively.
According to the developers of the said strategy, European higher education must demonstrate that the quality of educational programs and awarded qualifications is based on innovation. The general and particular goals of higher professional education, its fundamental changes in the content and the requirements for it on the part of society demonstrate that higher education contains an internal conflict between the educational function itself and the function of prolonged demand for a trained specialist for the practical implementation of certain types of activities in the long term, which, undoubtedly organically requires the development and implementation of innovative quality assurance mechanisms.
30 Irgashev M.U. Modern pedagogical technologies as a resource of the modern lesson, ensuring the development of educational standards. International scientific journal. Economy and society. № 6(73) -s.: 2020.
The connection between the development of innovation and the implementation of international quality standards for higher education in this logic is that the interest in quality and standards is growing all over the world. For Uzbek higher education, the need for international standardization of the quality of education is due to competition between universities.
For the main principles of the relationship between innovation and international quality standards in the university system, we include, for example, the following: solidarity of students, employers and society in the high quality of higher education; institutional autonomy of universities, which increases the responsibility of all participants in the educational process for the quality of professional training of students; goal-setting of innovative activities in accordance with the changing needs of the developing the society.
Today the category "quality" has firmly entered the sphere of education with a generalized semantic load as a set of certain properties that characterize the essence of an object and its difference from others. The quality of education presupposes an approach to education as a socio-pedagogical process and is considered as a set of characteristics of this process: the implementation of its goals, a combination of traditional and innovative technologies, as well as the conditions necessary to achieve the dynamics of positive results.
In this regard, the following characteristics are the main guarantees of quality:
• universities themselves are responsible for the level and quality of education;
• the quality of educational programs should be continuously improved (i.e., have internal mechanism of innovative development).
Quality assurance of educational programs implies: development and presentation of learning outcomes; differentiation of requirements for various types of education (full-time, part-time, distance learning, Internet learning, etc.); availability of appropriate training resources; monitoring student progress and periodic evaluation of educational programs; constant interaction of universities with employers, representatives of the labor market and other organizations and entities interested in learning outcomes at the university; participation of students in quality assurance procedures;
• higher education institutions should have organizational structures that provide educational programs and ensure their implementation, as well as form a culture of quality in educational activities. This implies that universities should develop and implement mechanisms and criteria for assessing the competence of teachers. These criteria should be available to organizations that carry out external assessments and be reflected in the university's public reports;
• ensuring the transparency of external expertise. Universities should regularly publish timely, unbiased and objective information regarding the quantity and quality of educational programs being implemented, their effectiveness;
• universities, as guarantors of quality, must demonstrate their accountability for public and private financial investments in education. This implies that HEIs must ensure that the resources available to organize the learning process for students are sufficient and meet the requirements of each program being implemented and the current level of science and practice. Accordingly, it is necessary to ensure the collection, analysis and availability of the necessary information for the effective formation of training programs;
• the procedures used for standardizing quality and assessing its conformity in a particular university should not suppress the diversity of scientific and pedagogical schools and innovative activities.
The experience of implementing the mechanism of innovative quality assurance of educational activities of the university actualizes the need for the development in this area. It should reflect such aspects as the development of links between the educational and research spheres, the organization of a quality management system in the development strategy of the university, the responsibilities of departments and faculties in the implementation of quality guarantees, the participation of students in this process.
In turn, in order to obtain the level of quality required by international standards, it is necessary to introduce an innovative system for assessing the level of knowledge of students.
Thus, we can say with confidence that the adaptation to domestic conditions and the introduction of international quality standards in educational
This process of higher schools is an important mechanism for implementing innovations. The quality management system is innovative already because it contains a fundamentally new approach to the organization of the educational process, to the assessment of its results. At the same time, the quality of student training is the main parameter according to which educational customers -subjects of the educational services market - evaluate the activities of the university, and the system of higher professional education itself is a strategic factor in the progress of society as a whole.
References:
1. Irgashev M.U. Modern pedagogical technologies as a resource of the modern lesson, ensuring the development of educational standards. International scientific journal. Economy and society. № 6(73) -s.: 2020.
2. Selezneva N. A. The quality of higher education as an object of systemic research: lecture-report. Moscow: Research Center for the Problems of the Quality of Specialist Training, 2002.
3. Vostrikov AS et al. Quality management system in a technical university: Experience of the Novosibirsk State Technical University // University Management: Practice and Analysis. 2003.
