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Home / Issues / № 3, 2017

Teaching science

Yessenbayeva G., Kakenov K.
The current stage of the development of higher education in Kazakhstan is aimed at implementing the tasks set out in the State Program for the Development of Education and Science of the Republic of Kazakhstan for 2016-2019 [1] and is associated with the formation of new principles and modern methods of quality management and quality assurance in higher education that should have adequate updating processes in the spirit of the Bologna process, based on strategic planning and meet the requirements of international and European quality standards.

The theory of quality management of the educational process as a science aims to study and develop the following questions:

- methodological aspects of management and assurance of the qualityof the educational process;

- the principles on which the system of management and quality assurance of the educational process are built;

- trends in the development of the management system and assurance of the quality of the educational process in the short and long term;

- procedural aspects of management and assurance of quality of the educational process, its special and general functions;

- management of thetechnology and quality assurance of the educational process, the conditions and ways of interaction between the control and managed subsystems, etc.

The principles of quality management in higher education should be understood as a set of basic guidelines (rules), where the practical implementation ensures the identification of all factors that determine the quality of the solution, as well as the quantitative assessment of solutions in the management of the educational process through the adopted system of criteria and indicators of its quality.

Classification of the principles of quality management can be carried out for a number of reasons:

1) The principles of the formation of a quality management system: systematic; hierarchy; integrity; evolutionary.

They define the requirements for a quality management system (sustainability, adaptability, openness, rationality).

2) Principles of quality management: planning; effectiveness; optimality.

They define the quality requirements (compliance with customer requirements, compliance with standards, measurability).

3) Principles for shaping the progress of quality management: continuity; cyclicity; dynamism; optimality.

They determine the requirements for the management process (efficiency, efficiency, profitability, predictability).

Based on the specifics of the educational process as a systemic phenomenon and relying on the works of A.I. Subetto [2], N.A. Selezneva [3], P.I. Tretyakova, T.I. Shamova [4] and other researchers, as well as the materials of the Bologna Process [5,6], we can formulate general principles for quality management of the educational process.

The principle of consistency or integrity. It is such a construction of the quality management system of the educational process, in which management is viewed not as an arithmetic sum of control actions, but as a set of interrelated, interdependent and coordinated on the purpose, place and time interactions of objects and subjects of management, taking into account their belonging to the system.

The principle of social conditioning management. The implementation of this principle implies the consideration of the educational system as part of a higher order system - social.

The principles of integrity, unity and hierarchy of management presuppose an examination of the management of the quality of the educational process as a complex process, consisting of a number of components that are in dialectical unity and subordination.

Principles of continuity, cyclicity and dynamism of control. The principle of cyclic control implies the repeatability of the control stages in each new cycle. For the organization of cyclical management, there is a need for a stable feedback, which is one of the most important conditions for management effectiveness. The principle of dynamic management means that the time for the development, adoption and implementation of a management decision that must be commensurate with the dynamics of changes in the quality of the object of management, otherwise the decision may be belated, ineffective, and in some cases even harmful for the implementation of management objectives.

The principle of adaptability and flexibility of management. The principle of technological management of the quality of the educational process is based on the establishment of objective laws of the functioning of the pedagogical system and general management laws and assumes the possibility of constructing certain algorithms, invariant schemes of development, acceptance and implementation of managerial decisions.

The principle of management effectiveness. The application of the principle of effective quality management of the educational process in practice implies operating not only with qualitative but necessarily quantitative characteristics as a measure of the realization of some theoretical possibility of achieving management objectives in relation to the goals themselves.

Principle of optimality. The principle of efficiency, reflecting a certain side of the quality of decisions made in the management of the educational process, is closely related to another management principle - optimality, indicating the way in which the results of management are obtained.

On the basis of the analysis of the theory, the following specific principles of quality assurance in higher education can be distinguished:

- The university takes responsibility for the quality of the educational services (the principle of responsibility);

- Building an effective and efficient organizational structure in higher education institutions, aimed at achieving the required quality (the principle of efficiency and effectiveness);

- Transparency of procedures aimed at the quality of the educational services and application of external expertise (the principle of transparency and objectivity);

- The applied quality assurance processes should not hamper the development of diversity and innovation (the development principle);

- The principle of involving students, employers, society in the processes of quality assurance (the principle of involvement);

- The principle of encouraging the development of quality culture in universities.

1. The State Program for the Development of Education and Science of the Republic of Kazakhstan for 2016-2019 - URL: htpp: //www.edu.gov.kz

2. Subetto A.I. State quality policy in the field of higher education - the concept, mechanisms, prospects - Access mode: http://trinitas.ru/eng/doc/OQ 12/001 a / 00120200.htm

3. N. Selezneva. The quality of higher education as an object of system research. - M .: Research Center for Quality Problems in Training Specialists, 2004. - 95 sec.

4. Tretyakov PI, Shamova TI Management of the quality of education - the main direction in the development of the system: the essence, approaches // Zavuch. - 2002. - No. 7. - P. 67-72.

5. Final documents of the Bucharest forums on April 26-27, 2012 - URL: http://www.russianenic.ru/int/bol/base/itog26042012.pdf

6. Yerevan communiqué // Bologna Process - European Higher Education Area. - URL: htpp: // www.ehea.info/ Uploads / SubmitedFiles / 5_2015 / 112705.

Bibliographic reference

Yessenbayeva G., Kakenov K. MODERN PRINCIPLES OF QUALITY MANAGEMENT AND QUALITY ASSURANCE IN HIGHER EDUCATION. International Journal Of Applied And Fundamental Research. – 2017. – № 3 –
URL: www.science-sd.com/471-25305 (17.02.2020).