THE FORM AND CONTENT OF PROFESSIONAL EDUCATION
MANAGERS ABROAD
P. T. Abdullayevà,
Doctoral student of
1 course of specialty "Pedagogic and psychology"
the Department of
pedagogy and educational management,
faculty of
philosophy and political science,
al-Farabi KazNU, Republic of
Kazakhstan
The training of professional managers of the education
system today, is receiving growing attention in all developed countries of the
world. In the analysis of international experience of teacher training in
education management, we are particularly interested in not only the training
but also the selection of educational content and objectives of training.
Exploring the specifics of management training, we turned to the experience of
the world's leading education systems of Japan, USA. Global trends in the
preparation of professional pedagogical staff to management activities could
not touch the countries of the former USSR. We studied the experience of
several countries: the Republic of Lithuania, the Russian Federation, the
Republic of Tajikistan and Republic of Kyrgyzstan. The choice of these systems
of professional education due to several reasons. The accession of the Republic
of Lithuania in the European Union contributed to the adoption of the
traditions of the more developed States in the life of Lithuania, including
such an important sphere as education. Yet in the education system of strong
individual elements of the organization's speed of learning, inherited from the
Eastern neighbors. Study of peculiarities of training education managers in
countries of Central Asia, particularly in Kyrgyzstan and Tajikistan, seems to
us to be important due to the common cultural, historical, social conditions of
development of education [1]. The specifics of the professional education
system of Russia is the gradual adoption of global trends in the training of
teachers while retaining its traditional content, forms and technologies of
training. Compare the features of such training in these countries. Table 2
provides a brief overview of the content and forms of training of managers in
Japan, USA, Lithuania, Russian Federation, Republic of Tajikistan and Republic
of Kyrgyzstan.
In Japan, the problem of management training is being
provided as part of the national culture. Despite the fact that according to
official statistics, the number of Japanese managers approaching three million,
the acuteness of the shortage is not abating. We studied the experience of
training managers in Japan, the analysis presented in the monograph
"education of leading countries", prepared under the scientific
guidance of Professor A. K. Kusainov, (authors: N. N. Ashirbaev, E. V. Butov,
A. Zhunusbekova, J. Imunchies, Ph. Kuanganov, A. S. Meshimbaeva, O. K.
Orazbayeva, D. D. Tattibaeva, G. E. Utepova, G. S. Sauman) [1]. Common in Japan
forms of training are used in the Kazakh system of education. It should be
noted that the content of training for Japanese managers in universities and
special schools reflects a clear understanding of the challenges of practice
management, which essence in the formulation of requirements to the skills of
the future specialist. Two other forms of training are a kind of stages of
professional development Manager in the course of which improved the practical
skills of a Manager.
In the U.S., the training of managers is one of the
priority areas of vocational education. In the U.S. management control theory
to widespread and practical application in the professional training of future
specialists. Sukhonenko D. N., analyzing the form and content of management
training USA, comes to the conclusion about the reasonableness of management
training in a magistracy and doctoral studies. In the master's degree do
teachers with experience, and therefore, their opinion on education management
[2]. In most cases, the training program is based on a combination of practice,
business games and courses taught by the method of analysis of concrete
situations (case study) and the problems encountered in the activities of
educational institutions. Lecture form, according to teachers from the United
States, discredited as it violates the idea of democracy. Lecture form
promotes, in their view, the assertion of the lecturer, which is a so-called expert
in a certain area, while the student has so much experience. From a pedagogical
point of view, lecture - obsolete form of learning whose main purpose is
transmitting information. In addition, the lecture suggests that over 70% of
class time, the lecturer will use collective forms of work. Given the current
information, it is possible to understand why the use of traditional lectures
as the dominant form of education has ceased to hold both students and teachers
in the United States. For the Kazakh system of professional education useful
experience in training managers in the United States in terms of
practice-oriented focus for training, which is constructed as a system of
situations, aimed at developing the students ' ability to learn a new
experience, to analyze its operations, make decisions, close to real
professional activity, taking into account the peculiarities of motivation of
adult learning, combining educational activities with socializing and playing.
In the structure of the situation is introduced specially organized reflective
activity in which there is a change in governing values and strategies of
professional behavior of the trainees. The organization of such situations
requires the teacher tenure not only theoretical knowledge but also practical
examples of effective professional behavior, reflection, the development of the
roles of the expert, "coach", consultant, "facilitator",
high personal and professional readiness to active interaction with the
learners.
Analyzing the theory and practice of
training managers for education system in the USA, Japan, we concluded that the
efficiency and effectiveness of the professional education of managers is
associated with a high demand for these personnel in the labor market. Quality
management training is governed by the requirements of educational practice.
The program, which trained future managers of education are the
practice-oriented nature. Used in the system of professional education managers
of the content and form of preparation are practice-oriented, to solve specific
tasks of training for the profession. Development of holistic models of
professional activity of a Manager is the focus in training. Accordingly, the
practice demands the training of managers: the introduction of new components
(reflection, professional and personal values, social roles and patterns of
behavior), the transition from standardized academic disciplines to an
integrative, flexible, operationally the use of modular curricula. Technologies
that are used in the preparation of pedagogical staff to the management, also
practice-oriented. Designated educational technologies (action learning
(learning by doing), case study (studying a specific situation), and «learning
with computer support") were creatively used in the practical part of our
research in the formative experiment.
Analyzing the form and content of management training
of post-Soviet countries, we would like to emphasize the real need for teacher
training to management activities. For example, in the National strategy of
education development in the Republic of Tajikistan up to 2020 notes that to
the leadership of educational institutions will be performed by persons with
appropriate training in management in education. In addition, one of the
expected outcomes of this strategy is developed and implemented in the future
training of professional managers in the field of education. But the training
of managers of education in the Republic of Tajikistan in higher education
institutions is not provided. Does not focus on this issue and the system of
postgraduate education. Leaders of educational organizations are only improving
the skills, which, of course, cannot fully satisfy their needs for professional
management of educational institutions. On the basis of the pedagogical
University organized by the Department of management and Economics of
education, but this new branch is experiencing difficulties in professional
staff, training and methodological support, practical training of the future
Manager of education [2]. In Kyrgyzstan and Tajikistan, there is no master
program "Management in education". Education managers as to
Kazakhstan cooked through elective courses in Universities and institutes
through training and retraining. Increase of qualifications of managers of
educational institutions in Kyrgyzstan is in Kyrgyz Academy of education,
Center of excellence, training and retraining of teachers of the Department
"Management in education".
The experience of these countries may be useful in
carrying out the tasks of training of future primary school teachers to
management activities. Joint actions of these countries and Kazakhstan have a
common historical source for the development of education; can have a
significant impact on the transformation of teacher training. The universities
of Kazakhstan, Kyrgyzstan and Tajikistan participated in the period 2012 to
2015 within the Tempus project EDUCA - "Modernization and development of
curricula on pedagogy and educational management in Central Asian
countries" [2]. This project aims at the significant reformation and
modernization of the pedagogic education system in three countries of Central
Asia from the point of view of its orientation to the best practices of the
European Educational Space, preservation of national characteristics and
priorities of these countries and with the aim of providing these countries
with highly qualified specialists in the pedagogical field in General and in
management in particular [3].
Thus,
all socio-economic changes taking place in society, a distinctive feature of
which is implementation of innovations in all spheres of activity, require
highly skilled management. Therefore, the management as a special scientific
system today has become one of the largest and most influential spheres. Modern
organizations are becoming more interested in this professional category. The
system of higher professional pedagogical education responds to this challenge
in constant search for effective ways to improve the level and quality of
training managers for education system. The effectiveness of this process
should facilitate consideration of the prerequisites of the process of teacher
training to management activities.
References
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of the international Academy of CONCORD. – Paris-Brussels-Strasbourg-Geneva,
2013. – ¹ 1. – P. 93-96.
2. Zhunusbekova A. Socio-economic preconditions of
preparation of future teachers of initial classes to management activities //
Vestnik ENU im.L.Gumilev. Series of humanitarian Sciences. – 2015. – ¹3 (106).
– Ð. 159-166.
3. Sukhonenko D. N. Training of managers in higher
education USA: dis. ... candidate.PED.Sciences. – Volgograd, 2000. – 202 p.