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11Безусловно, компьютерные возможности не ограничиваются выбором только перечисленных технических средств обучения, но если в учебный процесс ввести одни только упомянутые технологии, это в значительной степени увеличит эффективность обучения русскому языку как иностранному, сократит время устранения интерференции и запоминания слов, а также облегчит выполнение многих поставленных задач студентам.
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UPGRADING THE PRESENT-DAY EDUCATION WITH THE HELP OF DISTANCE LEARNING
1Cand. Ped. Sc., Zhumabekova G. B., 2Dr Ped.Sc., Dzhusubalieva D.M., 3Mergenbayeva A.T.
1Head of Methodology of Foreign Language Education Chair Kazakh Ablai khan University of International Relations and World Languages 2academician of IAPES, professor of Methodology of Foreign Language Education Chair, Kazakh Ablai khan University of International Relations and World Languages
3Head of Academic Affairs Department, Kazakh University of International Relations and World Languages after Abylaikhan
Abstract. Quality education is one of the international community requirements to the training of specialists. The Republic of Kazakhstan is actively introducing new information technologies in the educational process to promote the quality of learning materials. Distance learning technologies are some of the most promising educational technologies. Distance learning provides students with an opportunity to study remotely from the training center and thereby expands the boundaries of education, going far beyond a state. The article shows the main trends and ways of distance learning introduction in higher educational institutions of the Republic of Kazakhstan, its benefits and challenges, and the conditions needed to introduce the distance learning technology.
Today, in a globalized world, information technology development leads to new ways of using the Internet. Currently, in the world, a consistent and sustainable movement is observed towards building an information society that is intended to create the best conditions for maximum self-realization of each individual. This process is based on the rapid development of computer and telecommunications technologies, and development of information and educational environment, which leads to the need for extensive use of Internet resources in education.
The world educational system has now entered a new stage of development, under the influence of two main trends in the human society evolution: the processes of globalization and birth of new information and communication technologies.
Globalization processes taking place in the global community, have had an impact on the higher education system of Kazakhstan. Development of higher education is closely linked with the problems of society development and relevant socio-economic patterns and trends as follows:
• transition of society to a market economy;
• growth in high-tech industries;
• increase in the volume of scientific and technical information by almost half over the last five years, with assumed information updates every three years;
• rapid technological change revealing the insufficient level of professional development;
• use of modern information and communication technologies both in the sphere of in education and industry.
In his Address "Kazakhstan-2050 Strategy": New political course of the established state" the President of the Republic of Kazakhstan, Leader of the Nation, N.Nazarbayev said that the education system should intensively introduce innovative methods, solutions and tools, including distance learning and training in the on-line mode and make it available to everyone [1].
According to the experts of the UNESCO Institute for Information Technologies in Education, the most important areas of the formation of forward-looking education system include the following [2]:
• Improving the quality of education through fundamentalizing and use of different approaches to the new information technologies;
• Providing an advanced nature of the whole education system, its focus on the problems of the future post-industrial civilization;
• Ensuring access to education for the world population by making full use of distance learning and self-education opportunities using information and communication technologies;
• Increasing of creative approach (creativity) in education to prepare people for life in different social environments (offering the developmental education).
Thus, the education system has to use all the new means, technologies and tools in order to be available for the general population. Education should become such a social institution that would be able to offer a person a diverse set of educational services to enable their continuous learning, thus implementing the basic thesis of the UNESCO "Education throughout life."
The demand for higher education is sustainably increasing worldwide, and there is a growing number of universities with a traditional (campus) education technology. At the same time, the capacity of higher education institutions using traditional learning technology is quite limited due to a shortage of training places and classroom fund that does not meet the growing needs of higher education applicants. For example, in the US, the ratio of supply and demand is 100 million to 15 million while in China it makes 80 million to 5 million. To meet the knowledge-based society needs in higher education under the traditional technology, it is necessary to get the number of universities and teachers multiplied. There are no economies that could stand this capital investment volume. [3]
All this indicates that we need to seek new alternative ways of education, giving learners the opportunity to learn throughout their lives, regardless of time and space. Worldwide, this type of training is known as remote, i.e. distance learning.
The world educational space developed several types of distance learning - traditional correspondence courses, open university, tele-education, electronic and Web-based training, while each of them has its own model of education.
With the development of information and communication technologies (ICT), we entered the era of "information society", in which the Internet and ICT have found their niche undeniably, especially in the field of education. Analysis of distance education in the world shows the prestige of this form of learning. Most commonly it is used in the US, UK, France, Spain, China, Germany and many other countries around the world. Thus, more than 20 thousand students study annually in the Open University of Great Britain, and over 50 thousand students enjoy distance learning in the Open University of Hagen (Germany) while every year there are more than 68 thousand students learning remotely in INTEC, a college in Cape Town (South Africa). Distance learning in the developed countries has been growing year by year.
About 60% of universities in the United States use distance learning while in Spain the university distance education has been effectively functioning for the last 30 years. Since 1970, distance education began to develop rapidly throughout Europe. Open universities based on distance learning are also widespread. Most universities in the US, UK and other developed countries in the world offer the distant form of studies to obtain a bachelor's and master's degrees in different directions. Currently, in the UK there
are more than 50% of remote learning study programs for a Master in Management. The leading organization in this field is the UK Open University Business School. [3].
In the CIS countries, Russia is most actively developing distance education. With the development of information and computer technology a number of universities in Russia began to actively use distance learning as an alternative to the traditional mode of study. Thus, in the mid-1990s the Moscow Institute of Electronic Engineering (MIEM), in cooperation with New York University organized distance learning courses for groups of students in Computer Science and Engineering for Master of Computer Science degree. Institute of Distance Education was developed under the Moscow State University of Economics, Statistics and Informatics (MESI) which enrolled more than 30 thousand students who used the electronic computer programs and e-textbooks needed during their studies. Currently, almost all the leading universities of Russia including the Lomonosov Moscow State University (MSU), Moscow Power Engineering Institute (MPEI), Moscow State Technical University after Bauman (MSTU), Russian University of Economics n.a. Plekhanov (RUE), Tomsk State University (TSU), and many others are involved in the development of distance learning as a modern form of training, creating new training programs and improving teaching and learning technologies [2,4].
In Kazakhstan, the work on introduction of electronic technology and distance learning has been actively developed in several ways. This is the introduction of distance learning technologies in the educational process of universities and colleges, testing system, development of the internal local area networks, websites and Internet access. A number of open universities of Europe, USA and Russia carry out enrolment and training of specialists through their virtual universities. Hundreds of Kazakhstan people have accomplished the distance studies programmes and are trained remotely in these universities, for a double diploma as well.
Currently, a number of leading universities in Kazakhstan actively use distance education technologies both for education and retraining purposes. These include the Al-Farabi Kazakh National University, Kazakh National Research Technical University n.a. K. Satpayev, Kazakh University of International Relations and World Languages after Abylai Khan, Kazakh National Eurasian University after Gumilev, Karaganda Economic University of Kazpotrebsoyuz, Karaganda State Technical University, and many others.
Distance education technologies are now becoming quite affordable and, most importantly, are in high demand.
The Education Development Policy of Kazakhstan up to 2030, entitled "Information Society 2030" is aiming at setting new values and guidelines for the further development of education as the foundation of modern societies. That is why the main goal of the education policy development in the Republic of Kazakhstan by 2030 is the higher education system, which reproduces the information society with innovative knowledge economy.
In the Kazakh University of International Relations and World Languages after Abylai Khan distance learning is carried out via the Modular Object Oriented Digital Learning Environment (MOODLE) portal. The Moodle enables organizing of training in the joint solution of educational problems, in the interchange of knowledge, and has ample opportunities for communication, which is one of its strengths in the process of foreign languages study. The Moodle supports sharing files of any formats, both between teachers and students, and between students or between teachers. The University teachers developed and are widely using electronic textbooks and multimedia, digital educational resources (DER), computer training and testing programs. In recent years, the technologies meeting the requirements of both electronic and distance learning (DL) have been used as well.
However, the formation and development of distance learning in Kazakhstan requires solution of some problems, one of which is the amount of fee. As far as DL is only a technology used in all forms of study (full-time and part-time), the fee or distance learning is the same as for the traditional full-time or part-time studies, while the distance learning abroad is at times cheaper than the traditional one, because it requires no classroom fund and payment for the utilities. What is needed for this, is only availability of computer and internet. Another problem, which hinders active introduction of distance learning in Kazakhstan, is the fact that it has no status of a study mode, being considered as only the technology, while in many countries of the world, distance learning is considered to be the modern form of self-education. The third problem is the lack of cooperation between the universities in the format of consortium which consists of a number of interacting electronic universities. A consortium of universities can share resources and equipment to offer the education services.
Thus, at the present stage of reforming the system of higher education it is obvious that search for efficient education trends in training highly qualified specialists, when the volume of information flows is
constantly growing, becomes nearly impossible. Further advances in improving the quality of training a new generation of specialists is possible only with the transition to more advanced technologies based on the computer networks. New information technologies, which are the basis of distance learning, make it possible to implement a model of open education - education of the 21st century.
REFERENCES
1. Nazarbayev N.A. Kazakhstan-2030: Prosperity, safety and welfare of all the Kazakhstanis: Message from the President to the people of Kazakhstan. Almaty: Bilim, 1997. - 93 p.
2. The current status and development of DL in the world. Analytical report of the UNESCO Institute for Information Technologies in Education, Moscow: IPE "Ed. Master ", 1999, 45 p.
3. Distance education in Russia and abroad: information-analytical aspect (Consolidated IAR "Condition, needs and prospects of the distance education development in Russia and abroad" and reference "The main centers of open and distance education in the world")//Moscow: RIP "Alpha" MSOPU n.a. M.A. Sholokhov, 2001, 226 p.
4. Dzhusubaliyeva D.M. - Formation of students information culture in distance learning environment, Almaty, 1997, Galym, p.220
ИНТЕРНАЦИОНАЛИЗАЦИЯ В СФЕРЕ ОБРАЗОВАНИЯ И НАУЧНЫХ ИССЛЕДОВАНИЙ
д.э.н. профессор Океанова З. К.
Университет имени О. Е. Кутафина (МГЮА)
Аннотация. Особенности современного интеграционного развития - во всеобъемлемости влияния, включении в интеграционный процесс различных сфер и направлений деятельности, в том числе в сфере образования и научных исследований, важных для подготовки специалистов современного уровня, сегодня востребованных.
В работе представлено авторское видение проблем качественности преподавания, его соответствия современным требованиям.
Ключевые слова: интеграционные процессы, новые методологии преподавания, практикоориентированные технологии.
Интеграционное развитие стран на рубеже ХХ-ХХ! вв. актуализировало новые подходы в образовательном процессе и научных исследованиях.
Казалось бы две разные, вместе с тем взаимосвязанные проблемы.
Образовательный процесс, с одной стороны, должен дать круг базовых знаний по предмету, важных для практической ориентированности выпускника, его профессиональной пригодности. С другой - необходимых как стартовая площадка для его исследовательского интереса, научной деятельности.
В образовательном процессе важнейший акцент должен быть сделан на подготовку студентов по учебным программам, ориентированным на ряд основных, базовых проблем, содержащих круг знаний по предметам, накопленных человечеством - классической, неоклассической школами и пр., представляющих некий учебный стандарт (перечень базовых тем и проблем), отвечающий параметрам времени, международным подходам и требованиям. Со ставкой на ключевые положения и проблемы, признаваемые актуальными мировым сообществом, изучаемыми в крупнейших образовательных вузах мира. Это важное условие качественности образования, его мирового признания. Необходимого для взаимодействия и понимания людей в интегрированном мире.
При этом речь идет не только о предпочтительности или желательности, но и насущной необходимости в определенном круге знаний, без которых взаимодействовать и понимать друг друга в современном интегрированном мире нельзя.
Вместе с тем в условиях различного рода трансформаций, в частности, связанных с переходом к рыночному развитию ряда стран Восточной Европы, России, получили развитие представления о всеобьемлемости демократии - свободе подходов, мнений, направлений
