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Section 5. Pedagogy
technologies. That is not the most important part. The most important part is the fact that the resulting learning technology would be optimal concerning the specific pedagogical situation. It also can be corrected continually, depending on the changes in the situation, conforming to the next algorithm stages. To create a such learning technology the following algorithm may be used [8]:
1. Data retrieval on basic entry level parameters of a certain pedagogical situation.
2. The retrieval of a complex assessment on a given situation in a form of a feedback level, thanks to a mathematical model.
3. The choice of an optimal pedagogical technology, being a system of formations of learning algorithm realizations, conforming to the feedback level received.
Table 5. - Classification of formations of fourth stage realization of the learning process’ algorithm
Feedback level Merit formations
1 100 points — based
2 Five points — based
3 Five points — based, verbal
4 Four points — based, verbal
5 Two points — based, verbal
Table 6. - Classification of formations of fifth stage realization of the learning process’ algorithm
Feedback level Formations of correction
1 Frontal
2 Combined (group, frontal)
3 Group
4 Combined (group, individual)
5 Individual
The limited volume of this publication does not allow to describe the presented optimal learning technology scheme thoroughly, but it does give a reference point in searching for an optimal solution to prepare a quality specialist with least monetary expenses.
References:
1. Babansky Y. K. Optimization of the Learning Process. - M., 1997. - 169 p.
2. Basharin V. F. Pedagogical Technology: What Is This//Specialist. 1993. - № 9.
3. Valkov K. I. Lectures on the Basics of the Geometrical Modeling. - L., 1975.
4. Guzeev V. V. The Development of the Educational Technology. - M.: Znaniye, 1998.
5. Kuritskiy B. Y. Optimization Around Us. - L., Mashinostroyeniye, 1989.
6. Nainish L. A., Lyusev V. N. Ingeneering Pedagogics. - M.: INF^A-M, 2013.
7. Nainish L. A. The Basic Principles of the Optimal Projections in Pedagogics. Coll. Regional Features of the Marketing Social and Economic Systems (Structures) and Their Legal Provisions. Penza, 2006.
8. Nainish L. A. Algorithms and Formations of Realization in Learning Processes. Coll. Innovational Technologies of the Learning Process in Technical Institutes. Penza, 2008.
Salimbaeva Rassima Amenovna Ph. D., Acting Associate Professor Almaty city, Kazakh Еconomic University named after T. Ryskulov
E-mail: rasima_salimbaeva@mail.ru
Mechanisms and tools of motivating teaching staff and their role in ensuring the education quality
Abstract: The job of a higher school teacher can be characterized as highly complicated, as it combines teaching, scientific, educational and organizational functions. Solving problems related to the organization of teachers’ work will
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help universities to attract highly qualified personnel to develop and implement innovative programs and technology. It is well known that the motivation is the process of encouraging people to achieve the objectives, and at universities motivation aims at improving the quality of the educational process.
Keywords: Motivation, educational process, teacher, qualification, quality, employment conditions, education institution.
Increasing requirements for the quality of training specialists and their motivation play a main part in achieving the current level of education and improving its efficiency.
Qualification of university faculty often becomes one of the key criteria for assessing the quality of education in any higher education institution, that is why effective incentive programs become essential for modern higher educational institution [1].
In accordance with the research conducted by the group of the authors of the Center for International Higher Education at the Boston College the wages, employment conditions and promotion of teaching staff are the key to the welfare of the academic profession and its contribution to the development of universities. In case of inadequate wages it will be impossible to attract the “best of the best» into the academic environment and the employed teachers will be forced to look for additional jobs and it will distract their attention from the academic activity. This study revealed significant differences in wages of teaching staff worldwide. As a rule, in more economically prosperous countries the wages of faculty are the highest. However, there are significant differences among them. Thus, in academic systems of the English-speaking world academic wages are generally higher compared to continental Europe.. In Russia and in the former Soviet Union countries the wage is quite low, despite the fact that their economy is relatively prosperous. In the results of the study, there were a few surprises. For example, in India the wages have proved to be relatively high. On the other hand, in the People’s Republic of China where significant investments are made into higher education, particularly, in the development of research universities, the average wage of faculty remains quite low.
For comparison and analysis of motivational activity of universities different types of motivational activities and labor payment in the universities of the CIS countries, Russian and Kazakh universities have been discussed in this article [2].
Hungary. The International Business School, Budapest (IBS-Budapest).
In the IBS-Budapest the motivation of the teaching staff comprises: firstly, an individual wage system, and
secondly, the transparency of work evaluation, and thirdly, the opportunity to work scheduled hours for 2 years.
In accordance with the IBS- Budapest individual wage system, after an employee is hired, he is set an individual wage based on several criteria: image, academic title, publications, academic achievement, job experience, disciplines, length of work, etc. There exist several positions: a program manager, an assistant professor, etc. An amount of the individual wage depends on the position for which the employee is taken. The agreement is valid for 2 years.
Another feature of this university is that all types of work performed by the teacher are recorded on paper,
i. e. for each type of work a certificate is issued indicati ng the amount of time spent and the type of work. For example, attendance at the exam during the session — a special unit responsible for carrying out the test, notes the time of a teacher’s arrival and departure and gives him a certificate stating that he really did this job. Another example, a teacher under his own account enters the database and performs a university assignment, the time of his work is immediately pinpointed and the number of hours he spent on performing this or that work will be confirmed by a certificate. Another example, if a teacher comes to the library to work with the literature or other scientific publications, he is given a certificate of his actions.
Thus, each teacher can always prove his activities and perform the planned workload. This system is very transparent and fair, the working hours are calculated in accordance with their actual fulfillment.
South Korea. Kangnam University. In Korea researchers -economists conducted a rating of the most demanded professions: according to the results a profession of a teacher is in the 5th place after cosmetology, dentistry, jurisprudence (judge) and a manager of the national company.
The Kangnam University has the Foundation of shareholders which provides additional financing to socially vulnerable teachers (with several children, disabled people, people who do not have housing, etc.). The rating of teachers is conducted once in 3 years in accordance with several indicators: training Masters,
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publishing scientific papers, writing textbooks, etc. For 3 years a person working as an assistant, for example, should go further to the post of a professor or an associate professor. In case he does not confirm the status in 3 years, his contract is terminated. And if in general he does not show himself and occupies the same position, he automatically quits. Therefore they retrain or upgrade qualification every 5 years.
Thus, motivation at Kangnam University of Korea comprises: firstly, the existence of the Foundation of shareholders for socially vulnerable teaching staff, secondly, the possibility of upgrading qualification by teachers and career opportunities.
At the State University — Higher School of Economics in Russia motivation is provided in the form of remuneration payments to authors and compilers, remunerations depend on the type of publication [3].
In the HSE wages of teaching staff include some incentive mechanisms:
— Start up (initial) grant;
— Academic allowances;
— Grants program “Science Foundation";
— Surcharges to the best teachers and scientific supervisors of winners of SSR;
— Grants program “Foundation for Educational Innovation”.
The Far Eastern Federal University of Russia
At the Far Eastern Federal University of Russia a new program of encouraging teachers has aroused a great interest, based on the rating system of evaluation of the teaching staff, in the framework of which almost 200 million rubles (1 billion tenge) are allocated annually in the form of allowances for teachers. Ofcourse,
they have not been the first. In the west it is called as evaluation based on KPI or key performance indicators. The program development of the university from the beginning has supposed various mechanisms of tangible motivation of different categories of university staff. In 2011 they began with lump-sum payments for publications in scientific magazines of the Scopus publishing house, for victories in the international scientific and public contests and competitions, for the defense of dissertations, etc. [4].
Motivation at the Kazakh National University named after Al-Farabi is held in the following way: Once a year the rating of the teaching staff is carried out, according to the results of a monthly bonus is added to the salary. Criteria of this rating are the following: first, a questionnaire of the teaching staff “the teachers in students’ eyes”, second, a questionnaire among the teaching staff, third, indicative plan of the teaching staff. There are the following types of work in indicative plan of the teachers: Scientific- research activity, Scientific-educational work, study methodical work, Innovative activity, International activity, Socio- educative work and etc.
Motivational activity at the KazEU named after T. Ryskulov.
At the KazEU there is a scheme of encouragement for admission of students for Bachelor programs, for fulltime tuition and distance learning, for master’s programs, which was introduced last year (5% of income for academic year). There is also a regulation for evaluation of the teaching staff for [5].
The most detailed motivation at the KazEU with notes and offers is given in
Table 1 - Motivational activities at the KazEU
№ Types of motivation at the KazEU Notes Offers
1 2 3 4
Tangible motivation
1 Regulations on certification of teaching staff for payment of allowances for the quality of work (bonuses) 1. Omissions in assignment of points when they fill the document reflecting work of the taching staff in academic year, for example: a) 5 points for the publication of educational literature, the textbook and educational and methodical aids are estimated equally b) the publication of articles within RK and abroad evaluated equally — 5 points and the quantity isn’t considered 2. Bonuses are paid once a year, whereas in some higher institutions, they pay monthly 1. To reconsider a sheet of evaluation, to consider complexity ofwork in writing of educational literature and number of articles, also to evaluate publications abroad 2. For quality of work to make an extra charge monthly in addition to a salary
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1 2 3 4
2 2.Promotion for admission of school leavers for full-time tuition of Bachelor programs and distance learning, to master’s programs, which was introduced last year (5% of sum of income for academic year) 1. In the scheme the payment for labor is taken into consideration in the structure of faculty, only to deans, deans assistants, heads of department and professional orientators, but teachers who participate in career professional work aren’t encouraged 2. 5% of the annual sum of the income for remunerations on implementation of the plan and for fund of faculty and departments aren’t enough 1. To bring in the scheme stimulating payments of encouragement of professional orientation work of teachers of department 2. To increase up to 10%
Social encouragement of the teaching staff
1 Payments to anniversaries and holidays No To make payments regular for each state holiday of the Republic of Kazakhstan
2 Privileges on payment for teaching children of employees (20%) No No
3 Providing preferential cards of admission to sanatorium-health-resort treatment (30% of the card of admission within RK are paid by university from means of trade-union contributions) 30% is not enough as the quality sanatorium-health-resort treatment costs too expensive To increase up to 50%
4 Payment or partial compensation of medical service (medical centre sana 50% for the service of doctors and laboratories for analysis) There aren’t enough doctors- specialists, service prices in the medical center are higher than averages, respectively the discount imperceptible To increase% discount, to provide the teaching staff by the service of specialists
Moral stimulation of the teaching staff
1 the gratitude of the Rector; No No
2 honoring employees with the birthday or other significant dates No No
3 placing photos on the stand «Pride of the University»; No No
4 badges, charters, medals, diplomas No No
Thus, at the KazEU, motivation for the teaching staff is conducted to provide more efficient work in order to improve the quality of education, but it needs rework. For example, at the university there are bonuses for quality of work, but many teachers of the university, mainly the teaching staff with a big working experience, middle- aged and elder people refuse to collect the necessary documents for bonuses, many teachers only have a threshold points for the certification, they think that encouragement which they will have is not worth of all the efforts. Some teachers in the beginning of the year
published 8-10 scientific articles within Kazakhstan, and also abroad, but all the same it is still evaluated in 5 points, as the result, they came to the conclusion that there is no need to publish many articles, it has additional expenses. As a result, indicators of SRW of departments and the university decrease.
Also it should be noted that corporate allowance to the salary for doctors of science 50000 tenge, for candidates 40,000, for senior teachers and teachers it is 30000 tenge. But working load, for example, of senior teachers and doctors the same, but the doctors of sciences do a small part
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of the work, the main part of the work do young teachers, including candidates of science, senior teachers, teachers. In this regard, it is necessary to equalize the size of corporate allowance, make it equal for all.
In the process of survey there was a questionnaire among the teaching staff concerning motivation at university. In this survey participated 102 people from university, from each department for 7-9 people. Among them doctors, professors- 5 people, associate professors -32 people, senior lecturers- 57 people, teachers -8 people. According to the results ofsurvey, many teachers are not satisfied with the salary at the university, they think that there is no motivation at the university; they are overloaded with paper work, which is not properly evaluated.
For the question, are you satisfied with the salary at the university?: 41% answered negatively, 55% answered — perhaps, if there was an increase to a salary, and only 7% are satisfied with their salary.
For the question what motivation affects or can it affect the quality of your work at the university: 64% of respondents said that the bonuses, allowances, related salaries, 47% — public recognition, including students, 20% — giving a rank, and only 7% pointed out that charters, gratitude, photo honorary board.
According to the results of the survey it is revealed that 75% of respondents do not combine their job with other activities, but they indicated that they could combine if there was any time, because of lack of income. Due to lack of earnings combine work with other activities, 23% respondents, 4% because of interest to other work and opportunities to realize themselves in another sphere.
For the question what are your reasons of teaching: 60% responded that they like working with the students, 40% they have pedagogical abilities, 40% aspiration to impart the knowledge to others, 18% — flexible schedule of work, and only 1% responded because of the good salary.
Thus, according to the results of the survey, we can make a conclusion that many teachers who participated in the survey love their profession, but they would like to get appropriate salary and respect at the university. Motivation for the teaching staff of the university are allowances to the salary for the amount of SMCD, for the publication of books and scientific papers, participation in a research project, the preparation of students to participate in international conferences, Olympiads and curatorial work, also remunerations to significant holidays of the Kazakhstan.
Thus, on the basis of analysis of motivational activity in foreign and domestic higher education institutions,
in addition to what we have, the following mechanisms and tools of motivation of the teaching staff and learners of university have been offered for increasing the quality of education:
1. Revise regulations on certification of the teaching staff and bonuses, bonus calculation on the basis of annual work to make it monthly.
2. To enter remunerations for certain achievements in science, for publications of scientific articles and writing of educational and methodical literature.
3. For socially unprotected teachers to pay extra allowances to a salary and financial support.
4. To motivate curator activity, to appoint certain teachers -curators of courses and to enter additional payment for it.
5. For carrying out professional orientation work it is necessary to create a group of professional orientators who will get salary, and to exempt other teachers from this loading.
6. To enter a rating of activity of the teaching staff, encouragement of especially teachers who caused a stir, who show activity in scientific researches, in educational and methodical work and public work of university.
7. To work out the system of social work incentives of teachers: medical insurance (the social. package); providing office housing; transport for work (especially between two buildings).
8. To make more transparent the system of evaluation ofwork of the teaching staff which are performed by the teacher, to fix them, i. e. by each type to issue references with the indication of quantity of spent time and a type of work.
Recommendations:
The main recommendations in the filed of increasing the quality of education are effective programs of motivation which get the key meaning for the modern university. In accordance with changing approaches to the management of universities in Kazakhstan the function of motivation of the personnel should be looked through as one of the function of management of the university.
The level of motivation of the staff of universities greatly influences on the general emotional conditions during the lessons, and creates conditions for mutual respect of students and teachers and also allows using innovative methods in the process of teaching.
For universities of Kazakhstan it is recommended to go to the system of management without fixed aims as it is unreasonable to put in front of the teacher earlier fixed aims and then to control their actions and work in
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connection with these aims. An agreement between the executive group, teachers and personnel under conditions of an agreement of concerning improvement says that the objective of executive group is in making of stimulating climate of openness in organization where personnel are responsible for the constant improvement of their results.
At universities for increasing the quality of education it is necessary to pay attention to the teaching process and motivate the teaching staff to productive work, to lessen paper work, to simplify reporting, to create all necessary conditions for scientific- research work, to increase qualifications to study deeper the discipline.
References:
1. Chudnova O. V. Motivation of the teacher of Russian higher education as a management issue journal “Science, education and society," Issue number 1, 2011g.Sahalinsky State University.
2. Albah G. F., Reysberg L., Yudkevich M., Andryuschak G., Pacheko I. F. “Paying Services faculty: a comparative analysis of international experience compensation and contracts,” New York: Routledzh 2012) (http://acarem. hse.ru). Center for International Higher education at Boston College and the Laboratory for Institutional Analysis of National research University - Higher school of Economics (Moscow, Russia).
3. Information remuneration of teachers in the State University - Higher School of Economics Russia.
4. Far Eastern Federal University, the newspaper “Ostrov.ru”
5. Regulation on certification of PPP “Kazakh Economic University T. Ryskulov” from 08.06.2011. Protocol number 5.
Tymchuk Liudmyla Ivanivna, Chernivtsi National University named after Y. Fedkovych, Candidate of Pedagogical Sciences, Associate Professor (PhD), Faculty of Pedagogy, Psychology and Social Work E-mail: timchyklyda@mail.ru
Main periods of andragogy development in Ukraine (second part of XIX — beginning of XXI centuries)
Abstract. In this article author tired to divide into periods development of andragogy in Ukraine in the second part of XIX — beginning of XXI centuries. Characteristic of each period was made on the basis of analyze of cultural, socio-economical and socio-political factors, ideological concepts and pedagogical determinants which defined the way of development of theory and practice of adult education.
Key words: adragogy, history of andragogy, periods of andragogy development, adult education.
One of the main scientific problems in the field of humanity is periodization. Periodization is a division of the whole process of science development on time intervals, which differentiate from each other by specific peculiarities, determined on the basis of objective criteria and principles. Periodization helps to comprehend historical process and to determine its inner regularities and also gives possibility to make scientific conclusions.
Periodization is a logical beginning of study of andragogy history development. Andragogy studies theoretical and practical problems of adult education. Modern approaches to periodization in history of andragogy are reflected in works of Ukrainian scientists: L. Vovk, I. Vorobez, L. Lukianova, O. Martirosian, L. Sihaieva, M. Skrypnyk, L. Shynkarenko and also Russian scientists
S. Zmieieva, O. Marona, I. Kolesnykova etc.
Taking into account famous approaches to periodization in modern historical and pedagogical science, [9] in given article we will describe main periods of development of andragogy in Ukraine
Period is time interval, limited by certain dates, events etc. Phase is separate part of this period. Basic understanding of notion “periodization” can be defined as “logical separation of studied period corresponding to qualitative characteristic of its relatively independent stages. Such characteristic should reflect both general rules of social life development and specific and also substantial components of main methods and forms of problem origin [2, 19].
On the basis of analyze of socio-cultural, socio-economical, and socio-political factors of ideological conceptions and pedagogical determinants in the history of
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