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9for small enterprises of footwear amd leather production industries in Uzbekistan. 17th World Textile Conference AUTEX 2017. Corfu, Greece.
8. Leather International. (2002). Retrieved from Leather challenge for central Asian republics: https://www.leathermag.com/features/featureleather-challenge-for-central-asian-republics/
9. Mihai, A., Costea, M., & Sarhie, B. (2014). Creative Transfer of Competence in 3D Footwear CAD. The 5th International Conference on Advanced Materials and Systems, (pp. 615-618). Bucharest.
10. Papachristou, E., & Bilalis, N. (2016). Can 3D Virtual Prototype. Journal of Fashion Technology and Textile Engineering.
11. Professional training in the fashion industry under discussion in Europe. (2021, 4 2). Retrieved from World Footwear: https://www.worldfootwear.com/news/professional-training-in-the-fashion-industry-under-discussion-in-europe/6377.html
12. REILEAP results. (2022). Retrieved from REILEAP: http://reileap.com/results
13. TCLF 2030. (2022). Retrieved from European Footwear Industry: https://s4tclfblueprint.eu/project/tclf-sectors/european-footwear-industry/
14. The EU leather industry. (2014). Retrieved from Internal Market, Industry, Entrepreneurship and SMEs: https://single-market-economy.ec.europa.eu/sectors/fashion/leather-industry/eu-leather-industry_en
ОПЫТ РЕАЛИЗАЦИИ ПРОЕКТОВ ДЛЯ ВЫСШЕГО
ОБРАЗОВАНИЯ
UNDERSTANDING ACADEMIC FREEDOM: THE SWEDISH EXPERIENCE IN HIGHER EDUCATION Farhod Ahrorov, Iroda Baymuradova
Abstract. This article aims to research the academic process in Sweden compared with the educational system of Uzbekistan and apply advanced European experience. LNU in Sweden and SBTSUE in Uzbekistan have their educational system, which differs in some aspects. However, although the population is small, Sweden has prestigious universities that are ranked high worldwide. In Uzbekistan, higher educational institutions are also expanding the coverage level and improving the quality of education, introducing digital technologies and educational platforms, attracting young people to scientific activities, forming innovative structures, commercializing scientific research results, and achieving international recognition.
Keywords: Education system of Swedish and Uzbekistan, quality of education, European educational experience, innovative structures.
Introduction
Education is a tool for solving different issues affecting all types of societies. From softening social inequalities to providing access to health solutions, from supplying simple day-to-day tools to poverty abatement to the training of highly specialized staff in indigenous areas all over the world,
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education covers basic needs of information and training and allows for non-skilled individuals to be valuable and productive in their live and working communities [1], [2], [3].
Sweden is listed among the world leaders in higher education. Furthermore, despite its relatively small population, the country is home to some of the world's leading universities.
The main aim of this paper is to describe academic governance peculiarities in Swedish universities in comparison with Uzbek system and to reveal best practices to be implemented. The analysis and investigation were carried out during study visit to Linnaeus University in frame of Erasmus+ AgroDEV project. Linnaeus University is one of about 40 universities and university colleges in Sweden. It was established in 2010 through a merger of Kalmar University and Vaxjo University, and there are two study locations - Kalmar and Vaxjo.
1 Research Methodology
The expert comparison tool was used to evaluate and compare the academic structure and protocols of development and implementation of academic programs at two university systems in Sweden and Uzbekistan. The School of Business and economics cases of Linneus University (SE) and the Samarkand branch of Tashkent state university of economics (UZ) were analyzed. The structure of both universities was compared and ways of improvement in SBTSUE were widely discussed.
2 Results and Discussion
There are around 50 universities and university colleges in Sweden. Most of them are state universities, but there are independent higher education institutions. Some of the oldest universities are Lund and Uppsala.
Higher education establishments of Sweden are highly ranked in international rankings like the Times Higher Education World University Rankings and the Shanghai Jiao Tong Academic Ranking of World Universities. The Ministry for Higher Education and Research determines the state policies on the development of the sphere. In addition, the Swedish Higher Education Authority (UKA) evaluating body is responsible for the quality of higher education and research [4].
The higher education system of Uzbekistan consists of state and private institutions like universities, academies, institutes, and scientific and pedagogical establishments performing research work. The last six years (2017-2022) became a period of sweeping reforms and essential decisions aimed at improving the quality of higher education that resulted in the multi-fold increase of the relevance thereof and the vital role played by intensively developing international cooperation. As a result, the Concept of Higher Education Development in Uzbekistan by 2030, adopted on 8 October 2019 by the President, describes and determines the development strategy of higher education and clarifies the main
goals of the HEIs [5]. Furthermore, the new Law of the Republic of Uzbekistan on Education adopted in 2020 introduced the concept of inclusive education, considering dual education with work placement and distance education.
According to the Concept, one of the strategic development goals is improving the quality of training of creative professionals, enhancing the attractiveness of the higher education system for investments, and introducing the "University 3.0" concept to HE establishments for integration of education, research, and innovation. Another goal is to expand coverage of school graduates with higher education. The work continued throughout 2020-2022 through rapid growth in the number of new state and private higher education institutions in the country and partly with the establishment of campuses of the world's leading universities. As a result, the number of HEIs in Uzbekistan doubled during the last five years. As a result, the number of HEIs doubled during the last five years.
The academic management structures.
The University Board of LNU is the supreme governing body and has 15 board members. The external members, including the chairman, are appointed by the government, generally for three years. The rector is a constant member of the board. Three ballots appoint three teacher representatives from the university for three years. Student representatives are presented on the board as well.
Linnaeus University's senior management team is composed of the vice-chancellor, the pro-vice-chancellor, three deputy vice-chancellors and the university director of administration. In the vice-chancellor's absence, the pro-vice-chancellor takes over the functions of the vice-chancellor.
There are University-Common Groups of LNU:
• Committee for Sustainable Development
• Committee on Internationalization
• Committee for Social Empowerment (A committee whose main task is to make visible and develop the social driving force at Linnaeus University, each faculty has its own member and a deputy. The chairman is the vice-chancellor for social drive)
• Council for Education and Learning
• The Quality Committee
• The Working Environment Committee
• Object specialist within the management objects Education environment, IT basic services and Computer workplace
UKA evaluates the quality of higher education and research and analyses the development of Swedish universities. In addition, it is responsible for developing official statistics on higher education and monitors compliance with laws and regulations among universities and university colleges.
Twice a year, the university receives anonymous questionnaires from teachers, students and outsiders with questions about their problems, the
conditions created and then evaluates the pedagogical process. Students evaluate the teacher's activity after semester.
We analyzed structure, shaping of study program and pedagogy in the School of Business and Economics of LNU. It offers high-quality education, well-established contacts with the trade and industry, and good opportunities for studying abroad [6].
The Faculty Board is the highest management body of the School of Business and Economics. The School's management group provides operational management of faculty and consists of the dean, prodean, heads of departments, and the administrative director. The School is organised in four academic departments. It has established an Advisory Board, with the task of advising on educational issues and giving its views on future educations and challenges. Faculty Council is held regularly per semester for everyone employed at the School of Business and Economics to meet, discuss and listen to current topics. The dean or vice dean usually chairs the council. For the Board, the Education Committee at the School develops decisions. There is Recruitment and Competence Council at SBE [7].
To compare, in Uzbekistan, each higher education institution is headed by the Rector (director), who is appointed by the Cabinet of Ministers. The Director of SbTSUE is responsible for ensuring that teaching processes are in accordance with the State Educational Standards. The management structure of a higher education establishment (HEI) depends on several indicators, such as the: number of teaching staff, students, state budget and off-budget funds. Each university (academia, institute) receives and manages revenues generated from commercial operations according to regulations defined in the University Statutes. The Statute is a document defining the university's main objectives, activities, and tasks.
The Academic Council and the Supervisory Board of HEIs are responsible for key operational issues and ensuring the quality of education.
The Supervisory Board is an external supervision and advisory body to the HEI and comprises representatives of government, enterprises, finance and science, public organisations and HEIs faculty. The Supervisory Board operates on the basis of the legislation and the University Charter. The structure, faculties and departments, training, and research laboratories are established according to the fields of specialization and types of training provided by the HEI.
Generally, there are four Vice-rectors with responsibilities for strategic development and social affairs, academic issues, scientific work, and for budgetary matters and finances.
Under the rectorate there are several bodies serve for organization of academic process.
Educational methodical department is an independent part of the structure of the Institute, which is maintained through control of the educational and
teaching process by the management of the institute. The main objective of the department is to conduct educational process on the basis of new educational technologies, and improving the quality of the learning process by providing modern instructional literature.
The department of marketing services is considered to study the requirements and demand on graduates, the analysis of the employment of graduates, monitoring their work to develop fair professionals improve the quality of training.
Educational-methodological council chaired by vice-rector on academic affairs. It reviews and approves curricula, developed by dean's office and syllabies, developed at academic departments.
At SBE, the dean delegates decision-making authority to the head of department for the organization's development, how forms of work are organized, management and distribution of tasks, professional development, ongoing matters, prioritizations within gender equality and diversity, organizational planning and internal budget frameworks within the frameworks established by the faculty board, objectives, strategies, and strategic prioritizations within the framework for decisions taken by the faculty, fixed-term employment of research and teaching assistants.
Development of academic programs.
At LNU, the content of study programs is developed by academic departments. The academic year at Linnaeus University is divided into two semesters (autumn and spring), each lasting 20 weeks. The credit system expresses the study programs and course duration and extent. Students usually study four courses in each semester intensively at a time, followed by an examination for the course in the mode of consecutive scheduling. In Uzbekistan, students study several different courses simultaneously, with a midterm and a final exam for each course at the end of the semester in parallel scheduling mode. Full-time students' study period is one year, including 60 credits (1600 academic hours). Therefore, one semester (20 weeks) of full-time studies corresponds to 30 credits. Single subject courses and modules are generally 7.5 credits each and usually run for 5 weeks. Full-time studies require 40 hours, including contact hours and self-studies per week. A full-semester course consists of one semester of full-time studies divided into several modules. If a student chooses a full-semester course, they must follow the course and the modules exactly as listed in the course outline. Individual modules from different full-semester courses or programs cannot be combined [8].
At most Swedish universities, students can choose between applying for study programs with 30-credit full-semester courses or making a combined application for several single-subject courses.
All international students from outside the EU / EEA or Switzerland must be full-time at Linnaeus University to get a residence permit.
Programme Council of SBE serve for collaboration between teachers and students to ensure quality development of the programme. The programme coordinator is the Chair of the council and convenes meetings. Course coordinators and other members of staff teaching on the programme during the period in question are invited to meetings. Student representatives are invited to meetings, at least one or two students per year group. Other relevant stakeholders can also be invited to meetings [9].
Decisions on programme syllabuses for first and second cycle level are the responsibility of the Faculty Board (FB) and may not be delegated. FB establishes a degree programme and a programme syllabus. The Dean has set up an investigative and preparatory body at SBE, the Education Council, which prepares matters in education at the first and second cycle level and third cycle level. The development of a new degree programme takes place on behalf of/in close dialogue with the Faculty Board and management group.
The initiative for making a new syllabus or revising an existing one usually comes from the course/programme coordinator and head of department. Coordination is done within the knowledge platform, and it must be checked against affected programmes. A new course syllabus is defined as one that has not been previously given, or an existing syllabus that has been changed such that it falls within the scope of a new one.
Before a new course is created, the initiator must consult with the relevant programmes and heads of department, and when the title and/or objectives and content of a programme course are changed, it needs to be checked by the programme coordinator and according to the curriculum. Before a title is changed, it may be necessary to revise the curriculum (note that curriculums run according to a different schedule). For example, consider how it affects students currently in the programme and whether they will be able to graduate; the availability of finances and human resources; available scope within the total educational offering; if the course contains a main field of study established at another faculty, that faculty must be informed and other relevant issues.
Course coordinators are appointed by heads of department ahead of every new semester, in conjunction with the examiners. If needed, the responsibility for a course may be shared, though one teacher will have the formal primary responsibility. The time scope is decided based on the size of the course and the amount of required coordination.
The course coordinator is responsible for (a) efficiently orient through applicable governing documents such as local rules regarding courses and examinations, fair examination, as well as governing documents specific to faculties; (b) ensure that the course is implemented in a qualitative manner and in accordance with the established course syllabus; (c) prepare the course syllabus in consultation with relevant programme coordinators, heads of subject (or equivalent) and the Faculty Office administrators prior to being reviewed and established; (d) make proposals to the head of department regarding course
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planning within the budget framework for the course (including, when applicable, plan the course in collaboration with the course team, contact visiting lecturers, etc.) and compile and report outcomes (immediately upon course completion); organise teaching ahead of course start with the course team (relevant teachers and examiners), including preparation of timetables, booking premises and compulsory moments; publishing a clear course manual to MyMoodle optimises studies for students [10].
In Uzbek HEIs, most of mentioned tasks delegated to the dean and rectorate. Procedure for development and implementation of curricula in Uzbek HEIs is set up according to order of Ministry of Higher and secondary specialization. The primary purpose of the curriculum is to determine the subjects, their scope, types of training, content, structure, duration and logical sequence of training in certain areas of bachelor's and master's specialties by the state educational standards and qualification requirements for bachelor's and master's degrees. The main task of the curriculum is to optimize the disciplines in a logical sequence that ensures the effective mastering of disciplines by students in semesters and academic years during the educational process in a particular bachelor's and master's degree, the period of study, types, hours, credits and final control.
Curricula define compulsory and elective disciplines related to educational directions and specialties, based on their content and essence, contact (lectures, practical, seminars, laboratory, and other classes) and independent classes, teaching and production (clinical, creative and other) practices, in the form of a course project, course work, creative and other educational tasks are formed in a logical sequence, in the order applicable to the credits allocated to the disciplines; curricula include semesters lasting at least 15 academic weeks, 2-4 week examination sessions after each semester, internships of the appropriate duration, vacations and other academic processes. Curricula are developed and approved by higher education institutions.
One of the leading indicators of teacher performance quality is the assessment scores obtained by the students. The faculty member must prepare a report on implementing their plan at the end of each academic year. In parallel, every teacher's performance is assessed through an anonymous survey of students. Finally, the results of the implementation of annual plans are accumulated in a Teacher Rating System to produce an evaluation score for each faculty member. A score (maximum of 110 points) determines if a faculty member will be recommended for promotion and a salary supplement or if the faculty member's contract will be terminated if one's score is lower than 55% of the maximum.
In Sweden, faculty has more academic freedom on course development. The course coordinator in LNU has main responsibility for the design of the course evaluation, implementation of the course evaluation procedure, analysis of and reflection on the results, and the drawing up and communicating of a proposed action plan. If the course is part of a programme, the programme coordinator
participates in the drawing up of the proposed action plan. Students are informed by the course coordinator at the start of the course about their right to do a course evaluation and their responsibility as students for quality development, a summary of the results of the previous course evaluation, and decisions or actions taken on the basis of those results. A course evaluation is to be scheduled and carried out in a booked room/discussion forum to which the students are instructed to bring a mobile device. The results of the course evaluation are compiled automatically via Survey & Report and are produced in the form of two different reports: one illustrated document with the free text responses (I) and one without the free text responses (II). The results of the course evaluation are discussed at the next Programme Council meeting [11].
Grading systems.
The School of Business and Economics introduced the A-F grading scale in 2015. For grade reporting to be done in a fair manner, consistency is needed between the progression of the course, the stated guidelines for examinations /gradings in the course syllabus.
The course coordinator is, in consultation with the examiner, responsible for ensuring that information about the course's examining elements and the course syllabus grading scale match the credit-granting examining elements in Ladok [12].
Linnaeus University uses 4 different rating scales in MyMoodle or Ladok programs. The decision on the choice of the grading scales is on the faculty responsible for each course. All grades at Linnaeus University are oriented toward learning outcomes. Students' performance is assessed based on the objectives stated in the course syllabus. Such a grade does not indicate how well a student has performed concerning other students but to what extent the student has fulfilled the course objectives.
The grading scales used at Linnaeus University are presented in Table 1.
Table 1. Four different rating scales in LNU42
Pass - Fail Pass with Distinction -Pass - Fail Five - Four -Three - Fail A-B-C-D-E-F (Fail)
This method of evaluation is used in almost all faculties. especially used primarily as part of contract education and for In Sweden, it is usually rated on this scale. The faculties of Social Sciences, Humanities and Health and Life Sciences mainly According to this type of assessment scale, it is mainly used in technical, engineering, technology The School of Business and Economics primarily grades students on an A-F grading scale. A is the highest grade on the
42 Authors' work based on data from LNU, 2022
courses of a evaluate on this faculties in scale, and F is
practical/aesthetic scale. Sweden. the lowest grade,
nature. that is, failed.
In the exception where there are no course-specific grading criteria, the School of Business and Economics' general grading criteria is applied (see Table 2).
Table 2. Four different rating scales in LNU
Grade Assessment In regard to the goals set for the module/course, student's result corresponds to one of the following criteria
A Excellent Excellent result with only a few minor shortcomings
B Very good Very good result with only a few shortcomings
C Good Generally good but also some shortcomings
D Satisfactory Acceptable level but with several shortcomings
E Sufficient The result meets the minimum criteria (Pass)
Fx Insufficient The examiner may, in special cases, decide that a student that is close to the E limit may submit Supplementary assignments to reach a grade of E. The examiner informs the student in writing of the Supplementary assignments they must complete, including deadlines. Pending completion, the student is given a grade of F. If the supplementation is approved, the grade is changed to an E.
F Insufficient Significantly more work is required
If a student fails the exam 1 st time, he/she will be allowed to retake it within 3 weeks. The opportunity to resubmit is given up to 4 times. If he/she fails to do so, he/she will be postponed to the next academic year.
In Uzbek HEIs, quality control of training in bachelor's and master's specialties is conducted as follows:
The higher education institution exercises internal control. Internal control is carried out by the criteria established by the rating (assessment) system and credit-module system, respectively, established by the competent public administration body for the management of higher education;
State/public control of graduates is carried out in accordance with the curricula of higher education and specialties in the form of final state certification and (or) defense of graduate work in bachelor's degree, as well as defense of master's dissertation in master's degree;
State and public control is carried out in the manner prescribed by the authorized state body for the management of higher education, public organizations and personnel customers;
External control is carried out in the prescribed manner by the authorized state body to manage higher education and the State Inspectorate for Quality Control in Education under the Cabinet of Ministers of the Republic of Uzbekistan. Furthermore, evaluation of the activities of higher education institutions of the Republic of Uzbekistan is carried out based on the Law of the Republic of Uzbekistan "On Education" and other legislation.
In Uzbekistan, students' performance is evaluated on a 5-grade scale in terms of their knowledge, skills, and abilities according to the State Educational Standards. The students' scores determine their rankings as Excellent (5), Good (4), Satisfactory (3), or Fail (2). The regulation adopted according to Minister Order governs the student assessment methodology. A student's score is formed by combining different assessments of work, including oral questioning, a multiple-choice test, a discussion, a written assessment of class assignments, written homework, and final examinations. Students who receive a failing score are allowed to improve and may only progress to the next phase of their degree once they have obtained a satisfactory score.
3 Conclusion
Study results show differences and similarities in the fields of University Board, management structure, academic program, credit, and grading system of both HEIs researched.
Education is the process of assimilation of achievements of worldly scientific-intellectual and innovative sphere, and the fact that real education is based on world experiences without recognizing national-state boundaries is a vital factor for the future of any country.
Various innovations and reforms implemented in the educational system of Uzbekistan in recent years have helped to increase the quality of education in this higher education system. In particular, the modular credit system positively affects the professional development and maturity of students, finding their place in the labor market, and the formation of human capital that can meet modern requirements. Therefore, introducing the experience of the educational system of
the world's leading higher education institutions to Uzbekistan is a critical way to improve the quality of education.
The experience of Swedish universities, which regularly occupy high places in the Times Higher Education World University Rankings and Shanghai Jiao Tong Academic World University Rankings, is an example for us today.
Swedish universities have a higher degree of academic freedom than Uzbek universities, even after the introduction of academic and financial independence in 2020 to the number of HEIs in Uzbekistan. The development of academic programs is done at the department level and coordinated at the faculty level. In contrast, in Uzbekistan, the responsibility of academic program development remains at the university level, and coordination is still at the national level.
More emphasis is given to self-study and group work during the teaching process. In Uzbekistan, students' workload is comparable to the Swedish system's introduction of the credit-modular system. However, there is a lack of team spirit for group work, especially during the assessment process.
References
1. Buchmann, C., DiPrete, T. and McDaniel, A. (2008), "Gender inequalities in education", Annual Review of Sociology, Vol. 34 No. 1, pp. 319-337.
2. Martuzzi, M., Mitis, F. and Forastiere, F. (2010), "Inequalities, inequities, environmental justice in waste management and health", The European Journal of Public Health, Vol. 20 No. 1, pp. 21-26, doi: 10.1093/eurpub/ckp216.
3. Sanz, R., Peris, J. and Escamez, J. (2017), "Higher education in the fight against poverty from the capabilities approach: the case of Spain", Journal of Innovation and Knowledge, Vol. 2 No. 2, pp. 53-66, doi: 10.1016/j.jik.2017.03.002
4. The Swedish Higher Education Act (1992:1434), https://www.uhr. se/en/start/laws-and-regulations/Laws-and-regulations/The-Swedish-Higher-Education-Act/
5. The Concept of Higher Education Development in Uzbekistan by 2030, adopted on 8 October 2019, https://lex.uz/docs/-4545884
6. https://lnu.se/en/meet-linnaeus-university/Organisation/school-of-business-and-economics/
7. Education Committee at the School of Business and Economics, translation of Utbildningskommitten vid Ekonomihogskolan uppdragsbeskrivning, Date: 2022-01-17, Reg no: 2022/22-1.1.1, Administrator: Emmelie Hedin Ekholm;
8. Administrative Procedures for credit transfers, Translation of Handlaggningsrutin Tillgodorakning, Date: 15/11/2021, Reg no: 2019/107-
1.1.1, Administrator: Max Losche, Sanna Halvadzic, Teresa Pauditz, Andreas Poltan
9. Specification for Programme Council, School of Business and Economics, transalation of Funktionsbeskrivning och rutin for programrâd vid Ekonomihogskolan, Date: 2021-04-21, Reg. no.: 2021/1490- 1.1.1, Revised at the latest: 2024-04-21
10. Course coordinator, task description at the School of Business and Economics, Translation of: Kursansvarig, uppdragsbeskrivning vid Ekonomihogskolan, Date: 2022-03-14, Reg no: 2021/4963-1.1.1, Administrator: Emmelie Hedin Ekholm, to be revised at the latest: 202503-14
11. Process specification of the course evaluation procedure at the SBE, Translation of: Process och rutin for kursvârdering vid Ekonomihogskolan, Date: 2021-04-21, Reg. no.: 2021/1491-1.1.1, Revised at the latest: 202404-21
12. Guidelines and rules for grading and reporting at the SBE, Translation of: Riktlinjer och regler for betygssâttning och betygsrapportering vid Ekonomihogskolan, Dekanbeslut, Date: 2022-03-14, Reg.No: 2022/9501.1.1, Revised at the latest: 2018/2366-1.1.1
EXPERIENCE OF ENGAGING LOCAL STAKEHOLDERS IN DISSEMINATION OF THE IDEA "GREEN CULTURE": ON THE CASE
OF SUSDEV PROJECT
Kitaibekova S., Ivannikova N.
Abstract: In recent years, the relevance of the formation of the ecological culture of society, all social groups of the population through their awareness of the meaning of 'green skills' is of particular importance. Firstly, in the conditions of a market economy, an advanced institution of private property, a significant part of the responsibility for nature management, ecologization of production falls on private individuals. The ecological situation in the country largely depends on the ecological culture of the owner, economic entity. Secondly, the development of any society is impossible without the realization of the universal right to a healthy environment. This is controlled by the legislative and regulatory framework and largely depends on the pro-environmental attitude of the subjects of the state. Therefore, the need for a general further environmental modernization, ecologization in all spheres of the life of society is a priority. Higher Education Institutions (HEIs) fulfill three missions. The Third Mission is to act on the community, especially in local or regional perspective. Universities since the very beginning were entities to share ideas among students, professors and also societies they were situated in. Increasingly important is to raise environmental awareness and share with society. This article presents the idea of "green culture" developed into practical elements within EU Erasmus + project 574056-EPP-1-2016-1-PL-EPPKA2-CBHE-SP "Green Skills for Sustainable Develop-ment" SUSDEV. Using SUSDEV case study we aim to present a good practice of engaging local stakeholders to share ideas developed in the HEIs outside the university. The aim of this article is to demonstrate and disseminate the existing experience in
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