NURZHUMBAEVA Aiman Zeynelkabidenovna
The teacher as the main subject at autonomous
university of Kazakhstan
Master
student of Pavlodar State University named after S. Toraygyrov
«Survives neither the strongest nor the cleverest,
but the one who best of all responds to occurring changes"
Charles
Darwin
Today
the system of the higher education of Kazakhstan dynamically develops, in
accordance with the European standards. After Kazakhstan entered in 2010
Bologna Process, the Ministry of Education and Science of the republic face new educational
parameters which according to a state program of a development of education
need to be carried out in an interval 2011-2020yy.The basis is unification of
qualifications and criteria of mutual offset of training programs and
disciplines, the academic mobility, an autonomy of higher education
institutions, high educational and cultural mission of universities in society.
Very
important point is the autonomy of higher education institutions. While in RK the supercentralized education
system and its minuses, as well as pluses, are reflected at once in all
country. While at autonomy, it would be easier to correct
shortcomings of one university. The
rector of ENU(Euroasian national university) of Gumilyov Erlan Sydykov says
that by fall, namely in September 2014 the law on the autonomy of higher
education institutions will be developed.
While it is possible to hope only that at acceptance and introduction in
action the law will show expected results.
The
main character of Bologna Process, undoubtedly, the student is. In the Bologna system, being the member of
the European student's organizations, the student plays already today more and
more significant role, noticeably influences a course of Bologna Process. But also in all these developments of
education the central subject is the teacher too.
Introduction
of computer technologies, the Internet, electronic textbooks, interactive
training programs and materials – is unconditional, a new stage in technical
equipment of education. But in itself technical means of training – only a way
to intensify educational process. The main thing there is a teacher, his
knowledge and ability, ability to interest, "light", to see "a
God's spark" in a student. If the student during training meets the
talented teacher, the scientist, he/she will gain not only the diploma, but
also a charge for self-development for the rest of life. The teacher sets
"level", "trajectory" of development of the student. The
talented teacher helps to lift it and to overcome.
World
tendencies of globalization of education impose new requirements to the
identity of the teacher who has to be the creative identity possessing
original, problem and pedagogical and critical thinking, the founder of the
multivariable programs relying on the best world practices and new technologies
of training, applying them in practical activities.
So
what has to be the modern teacher conforming to requirements of Bologna
Process? According to "The
recommendation about the status of teaching personnel of higher educational
institutions" the 29th session of General conference of UNESCO (Paris,
1997) the higher education and research activity play the leading role in
search, deepening and transfer of knowledge and represent exclusively valuable
cultural and scientific property.
Proceeding from it, access to professional activity in the sphere of the
higher education has to be based on the corresponding academic qualification,
competence and experience. Individual
duties of teaching personnel of the institutions of higher education,
inseparably linked with their academic freedom, consist, in particular, in the
following:
1)
effectively to train students within the means provided by educational
institution and the state, to be fair to students male and female gender and
equally to treat students of all races and religions, and also disabled people,
to encourage a free exchange of ideas between teachers and students and to make
to itself available the last to direct study of students. Teaching personnel of
institutions of higher education has to provide, in case of need, coverage of
that minimum of a material in each subject which is provided in the training
program;
2)
to carry out research activity and to extend its results or when carrying out
original researches isn't required, to support and raise level of the knowledge
of a concrete subject by means of training courses and research activity, and
also by means of development of the educational methodology aimed at
improvement of pedagogical skills;
3)
to carry out research and scientific activity on the basis of honest search of
knowledge, properly providing substantiality, impartiality of judgments and
integrity at the message of results;
4)
to observe ethics of the scientific researches concerning the person, animals,
heritage or environment;
5)
to respect and recognize scientific work of the colleagues and students, and in
particular to provide that all who made in them a real contribution were among
authors of published works and shares responsibility for their contents;
6)
to abstain from use of new information, concepts or the data which have been
initially received owing to access to confidential manuscripts or requests for
granting funds for research activity or preparation, to examine with which
external reviewing unless the author gave on this permission was possible as a
result of such activity, as, for example;
7)
to provide the research activity being carried out according to laws and norms
of that state in which it is carried out that it wouldn't violate the
international legal acts in the field of human rights and that its results and
data on which it is based, would be really available to scientists and
researchers in accepting establishment unless information could threaten
respondents or when anonymity is guaranteed;
8)
to avoid collision of interests and to resolve controversial issues on the
basis of openness and comprehensive consultations with institution of higher
education in which they work to get support of this institution;
9)
honestly to use all financial means provided in their order in interests of
institutions of higher education, research and other professional or scientific
bodies;
10)
to be honest and impartial in a professional assessment of the colleagues and
students;
11)
to understand the responsibility, acting or publishing out of scientific
channels materials on the questions which haven't been connected with the
professional knowledge, and not to mislead the public concerning nature of the
professional knowledge;
12)
to carry out the appropriate duties which are required for joint management of
institution of higher education and professional bodies.
Within
accession to Bologna Process a question
of quality of the higher education in Kazakhstan is the point, including
teaching staff quality. Quality of education is caused by many factors,
including specifics of scientific and pedagogical activity. Scientific
activity, as a rule, has real result (existence of scientific degrees, ranks,
scientific awards, number of published articles in reviewed editions, number of
grants and scientifis investigative works in which the teacher is involved),
so, accurate, certain criteria of professional compliance takes part. In
teaching activity as it is possible to define criteria of professional
efficiency (performance of an academic load, methodical and organizational and
pedagogical work, the organization of conferences, etc.). However these factors characterize only that
aspect of activity of the teacher of the higher school which includes a set of
professional knowledge, pedagogical skills.
For successful and effective work in higher education institution it is
necessary to combine these two kinds of activity as only the teacher who is
actively conducting modern scientific researches, is capable to carry out
studies and as the teacher – creatively to use thus various methods of training
at high theoretical level.
Unfortunately,
growth restriction, and even reduction of number of the teaching staff of
higher education institutions, reduction of inflow of young post-graduates from
among master, doctor PhD programs studies or directly from a student's bench
that interferes with developments of the higher school becomes one of tendencies of the last years.
Professional activity of staff of higher education institutions proceeds
against obvious problems among which the sharpest are low prestige in the
society of a teaching profession and the scientist and outflow of highly
qualified personnel. Along with it the teacher of higher education institution
often doesn't consider the activity in it as the main, has low motivation to
work in the scientific and teaching sphere, doesn't show interest to the last
achievements in science, and doesn’t seek to increase the qualification. Thus,
as show the researches, the smallest scientific activity is observed at young
group of employees till 30 years which in principle have to show special
efforts in accumulation of professional experience.
One
of the main objectives facing modern society at the current stage of
introduction of an autonomy in the Kazakhstan higher education institutions is
the increase of the status of the
teacher in RK.The important role is played by improvement of working
conditions, including rather high level of material security, legal and
psychological security, broad access to modern means of communication,
including the Internet, multimedia means, cultural values, possibility of
professional development, an exchange of experience with colleagues, including
foreign. As yet the standard and legal base of autonomous university at present
isn't created, points of rules, the rights, duties and conditions of
professional activity of the teacher of the higher school aren't developed, we
consider necessary carrying out the analysis from a position of system and
historical approach of foreign experience of vocational training of the teacher
of the higher school:
1) to allocate the concrete historical periods
in which there were essential changes in process of vocational training of
teachers of the higher school.
2)
to consider typical foreign educational models and their influence on a
domestic education system. and also to reveal analogs of elements of systems of
preparation and to carry out the forecast of further prospect of development of
this system
3)
to use the conducted research for more effective design of the Kazakhstan
system of vocational training of the teacher in the conditions of an autonomy
of the higher school. Autonomous university, it's not a simple enterprise for
production of knowledge, training of specialists, scientists. The autonomous
university is an institute of education of civic consciousness, a living
position, a source of the alternative ideas, independent examination, and the
partner and at the same time the opponent of the power. The academic freedom
and university autonomy are the most important conditions of modern education
and quality of vocational training. It would be desirable to emphasize once
again the importance of the teacher as main subject of autonomous university as
the person who carries out this mission.
References:
1.
Baydenko V. I. Bologna Process: Accruing Dynamics and Variety (documents of the
international forums and opinion of the European experts) / Under scientific
edition of the Dr. ïåä. sciences, professor V. I. Baydenko. – M.: Research center of problems
of quality of training of specialists, 2002. – 408 pages.
2. The report of the Central committee of Labor
union to the international trade-union conference "Participation of Labor Union
in Implementation of Educational Policy in a Context of Current World
Trends", Moscow, on March 21-22, 2006.
3.
Koronovsky A.A. Strikhanov M. N., Trubetskov D. I. A.E. Temples analysis and
forecast of tendencies of change of scientific and pedagogical potential of the
faculty of the higher school of Russia//Science of science. 2002 . No. 2. Page
82.
4.
"The recommendation about the status of teaching personnel of higher
educational institutions" by results of the 29th session of General
conference of the United Nations concerning education, science and culture,
UNESCO, Paris, on October 21 – on November 12, 1997.
5.
Strikhanov M., Trubetskov D., Koronovsky A., Temples And. The analysis and the
forecast of changes of scientific and pedagogical capacity of the higher
school//the Higher education in Russia. 2003 . No. 3. Page 9.
6.
The European Highjer Education Area. Joint declaration of the European
Ministers of Education, Bologna, June 19, 1999.