NURZHUMBAEVA Aiman Zeynelkabidenovna
Influence of higher education system's reforming on
the status of the teacher
Psychology
and pedagogy department’s Master student,
PSU named after S. Toraigyrov
Nowadays
the system of higher education in
Kazakhstan is in process of active reforming, according to a state program development of education 2011-2020 creation of conditions for
granting an autonomy to higher education institutions is provided: since 2015
the autonomy will be presented to national research universities, since 2016 -
to national higher educational institutions, since 2018 - to other higher
educational institutions", - is spoken in the Ministry of education and science’s message [4].
Bologna
Process attaches to the principle of autonomy of higher education institutions
extremely great value. We can find the following formulation in "A great
charter of universities": "The university works in societies with
various organizations which is a consequence of different geographical and
historical conditions and represents institute which critically comprehends and
extends culture by research and teaching. To meet the requirements of the
modern world, in the research and teaching activity it has to have moral and
scientific independence of the political and economic power". What is the
principle of autonomy? The autonomy is an independence of higher education
institutions in the solution of the questions carried to their competence.
Which questions are within the competence of higher education institutions,
solves the laws, and in certain cases – government resolutions or decisions of
the founder of higher education institution (in the Republic of Kazakhstan as
the founder of state universities acts the Ministry of Education and Science ).
The academic autonomy of
university from the government began in antique centuries, since Plato's ideas
about the brotherhood of philosophers, society elite who owing to intellectual
and moral perfection can establish own rules of behavior. This opposition has
been lasting till present day. The first academic autonomy arose at the end of
the XI century at the first European university in the city of Bologna. The
institute represented set of two corporations – student's and professorial. The first received the charter allowing it to sign contracts with
professors from the Bologna municipality, to regulate rent of student's
housing, the price of rent and sale of books, to define taught courses, to
establish duration of lectures and vacation, to carry out civil and criminal
jurisdiction over its members. Being the organization, students could agree
more effectively with the city government and operate school. And the second,
professorial, formed association which had the right to examine, appropriate
doctor's degree to take a payment for examination. The general council which,
in turn, elected the rector was governing body of university.
Simplifying,
it is possible to tell that the real autonomy of higher education institutions
takes place in a situation when the founder fulfills the obligations for
financing of higher education institutions and creation of necessary conditions
for their activity, and all questions relating to the content of education, a
teaching technique, the staff list, etc., higher education institutions solve
independently. Thus the founder – and not only he - can "order",
certainly, to higher education institution the training of specialists,
necessary for national economy and culture that is made out as appropriate
(contract) [2,Ð.75].
At
present, in Kazakhstan Nazarbaev University is the unique higher education
institution working according to the international academic standards and
guided by the principles of autonomy and the academic freedom.
The
Kazakhstan state universities, according to the existing legislation, are
allocated with autonomy in the sphere of the contents and a teaching technique,
in some other areas. However, really the autonomy acts as the limited. First of
all, it belongs to need to follow in implementation of the appropriate training
programs by the state obligatory standard of the education approved by MES RK.
Only it (plus the state accreditation) allows higher education institutions to
issue to graduates the diploma of the state sample only recognized in all
territory of the Republic. It should be noted that SCSE are developed by
Educational and methodical associations on branches of knowledge (EMA), i.e.
representatives of the scientific and pedagogical public of higher education
institutions. But key parameters of SCSE are offered by the Ministry, and the
final version as it is told also is approved by the Ministry; the higher
education institution has the right for introduction of minor changes in the
volume of taught disciplines. Rather rigid regulation of educational process
caused by need to follow norms of SCSE, to a certain extent complicates
cooperation of the Kazakhstan higher education institutions with foreign, in
particular at realization of joint educational programs.
So
Bologna University became a prototype of the higher educational institution
which is under control of students. However modern higher education
institutions become related with the Parisian university which has appeared
later which, in a counterbalance Bologna, was under control of teachers more.
Nevertheless, and here the academic freedom was read sacredly – teachers had
the right for full freedom in researches, freedom to publish their results on
condition of appropriate execution of other academic duties fixed to them. This
model also became the international standard of higher education [3,Ð.71].
According
to the Minister of Education of RK Aslan Sarinzhipov, "… the teaching
staff, its status and participation in decision-making will increase. It is
system according to which universities in all developed countries work. There
will be a principle of the academic freedom. The autonomy of higher education
institutions will give them necessary flexibility of work on a labor market
that they could be arranged under the market, work with the industry, business,
to prepare highly-qualified graduates"[6].
The
modern higher school is in great need in the professional teacher capable to
innovative activity, possessing need for self-development and self-education.
Such position of modern researchers changes priorities in the field of an
assessment of professional competence of the teacher. Professionalism of the
teacher today even more often connect not so much with information saturation
and methodical equipment, as with ability of the teacher to make interdependent
high-quality changes in own personality and in the identity of the being
trained. The modern teacher is considered not simply as the carrier of
professional knowledge, qualities and abilities and as the active subject
responsible for their development and application.
The
educational system existing today is focused on realization ideas of variable,
multilevel education. It sharply increases the volume of scientific,
educational and methodical work of teachers and puts them before need not
simply to train, following traditionally accepted schemes, but also in many
cases to carry out an independent and responsible choice of forms, means and
the content of training. Thus, new requirements to teachers’ activities create
objective prerequisites for definition of the level of teaching staff readiness.
Quality
of specialists training in many respects depends on teaching staff quality, its
professional knowledge and abilities. Therefore the special attention in
research needs to be paid to studying teaching staff readiness of Kazakhstani
higher education institutions to transition to positions of innovative
education.
However
these, apparently, positive changes led to that the teacher began to experience
difficulties in a choice of pedagogical priorities, the purposes, the contents,
means and forms of the professional activity, in implementation of an objective
assessment and a self-assessment of its results. Current
situation is caused by the problem of formation and development of the identity
of the teacher in national pedagogics was solved generally from the point of
view of its indispensable and full compliance to appointment and specifics of a
pedagogical profession. Such approach as practice shows, leads to teacher's
complete dependence from external incentives, seeks to transfer responsibility for
the choice to colleagues or administration of educational institution, i.e.
acts as the system determined by the set purpose and the complex of conditions.
As a result, many modern teachers think stereotypically, by behavioral stamps,
orientation to loan of others experience, uncertainty in the forces [5].
Strategy
of modern education sets tasks of considerable reorganization of professional
activity, development of new psychology and pedagogical competences for each
educator. Expanding borders of teacher's freedom, the professional standard at
the same time increases its responsibility for results of the work.
In
the conditions of introduction new
standards the teaching staff becomes a
key figure as the transition mission is assigned to it from "knowledge" orientation of
education to activity, providing communication in the opened chain
"education – science – production" [1, Ð.148,]
"Autonomy"
dictates not only new quality of training, but also new quality of teaching
staff. Professional and psychological readiness of the teacher of a higher
educational institution, to introduction of new standards, acts as one of
guarantors of realization of ideas for advance of a national education system
on the advanced boundaries, entries into the European and world educational
area.
Authors
of the article are interested in further research teaching staff readiness to
work in the conditions of a higher education institution autonomy, forecasting,
diagnostics of the main criterion, indicators by means of the theoretical and
empirical methods directed on studying of all its components for detection of
teaching staff abilities to highly effective,
productive teaching activity: novelty directed by tasks and the purposes;
original application earlier known and use of new methods for the solution of
pedagogical tasks; development of the new content of the activity, new
concepts; competitiveness; ability consciously to develop and change itself.
Monitoring teaching staff quality and its
availability for service in the conditions of an autonomy is one of the basic,
actual elements of management of process of formation of the quality system and
a core of personnel policy of autonomous higher education institution.
Thus, before the teaching staff is often a
need to develop at being trained those qualities (responsibility, independence,
autonomy) to which teachers themselves have to be ready.
LITERATURE:
1.
Bologna declaration: European space
of the higher education: The joint statement of the European Ministers of
Education signed in Bologna on June 19, 1999 [Text]// Russian philosophical
society bulletin. – 2005. – No. 1 (33). – Page 74-77.
2.
Grigoryeva, A.A. Teaching staff of
higher education institutions about Bologna Process//Monitoring of public
opinion: economic and social
changes. 2005. No. 2.
Page 71-76.
3.
State program 2011-2020 of education development in the Republic of Kazakhstan. It is
approved as the Decree of the President of RK of December 7, 2010 No. 1118.
4.
Lonshakova, N. A. Taching staff
readiness to realization of innovative approaches in educational activity in a
context of Bologna Process/N A. Lonshakova, V.P. Mochnov. [Electronic resource].-
5.
Mc. Lauchlin, Milbrey W. & Joan
E. Talbert –Professional Communities and the work of high school teaching-The
university of Chicago Ltd London – 2001- The university of Chicago Press – 217
pages of ISBN. 0-226-500-70-5 (cloth: alk.paper)
6.
Sarinzhipov A. – on line Conference
“We head for development of higher education institutions autonomy” Bnews.kz-
31.10.2013.- http://www.bnews.kz/ru/news/post/168022/