Economic
sciences / 6. Marketing and management
Shamsutdinov R.I.
Kostanay
pedagogical college, Kazakhstan
Cand.Econ.Sci. Baranova N.A.
A.
Baitursynov Kostanay state university, Kazakhstan
THE REVIEW OF APPROACHES TO
UNDERSTANDING
ESSENCE OF QUALITY OF EDUCATION
The word "quality" is widely used in a life,
business communication, in applied and theoretical scientific works. At the
same time term "quality" uses in education demands its discussion. So,
A.K. Kusainov and M.N. Sarybekov claim that quality of education can't be
reduced only to the sum of levels of quality of training in various subjects. It
is defined, first of all, by extent of familiarizing of the student to the
complete sphere of future professional activity reached in the course of
realization of an educational program [1]. G.M. Mutanov, A.K. Tomilin, Y.E. Kukina, etc. define quality of
education as degree of compliance of educational system not only to
requirements of standards and normative documents, but also requirements to
consumers of all categories [2].
V.P. Panasyuk gives the following definition: quality
of school education is such set of properties which, causing its ability to
satisfy social needs for formation and development of the personality for
aspects of her training, good breeding, expressiveness of social, mental and
physical properties [3]. In work S.B. Shilova and V.A. Kalney quality of
education is treated as the social category defining a state and productivity
of process of education in society, its compliance to requirements and
expectations in formation and development civil, household, professional
competences of the personality [4]. A.M. Moiseyev defines the concept
"quality of education at school" as set of essential properties and
characteristics of results of the education, capable to satisfy needs of school
students, societies, customers on education [5]. According to Abdymanapov S. A.
quality of university education needs to be done not so much from this, with
what knowledge entrants arrived, and what knowledge and abilities they got in
higher education institution, with what knowledge and skills enter labor life
[6]. M.Ì. Potashnik understands quality of
education as a purpose and result ratio as measures of achievement of the
objectives thus that the purposes (results) are set only operationally and are
predicted in a zone of potential development of the school student [7].
The analysis of the given definitions shows that one
authors in the treatment of quality of education are focused on needs of the
personality and society; the second - on the created level of knowledge,
abilities, skills and other socially significant qualities; the third - on set
of properties and results; the fourth - on the purposes and results; the fifth
- on ability of educational institution to satisfy requirements.
The opinion S. A. Matskevich who allocates the
following types of scientific approaches to the quality of education is of
special interest, characterizing not so much the scientific theory, behavioral
self-determination of the scientist or the subject who is responsible for
quality how many define [8]:
1) Anarchical at the heart of which the belief about
uselessness of introduction of standards and subjectivity of definition of
criteria of quality lies.
2) Quality management approach by result which restores
tradition of the Soviet pedagogic on uniformity, with small correction and
modernization of criteria of quality.
3) Technological approach is characterized by existence
of a number of the purposes of education and ways of their achievement. It is supposed that standards and criteria
of quality have to be developed in relation to concrete technology.
4) Methodological (reflexive) approach assumes mobility
and response to change deduction of a valuable and pragmatic framework is more
whole than education and conditions of their realization, and also. However the technology, how much
preservation of the principles of a humanization, humanitarization, education
democratization is priority not so much.
Each subject of educational process is interested in
ensuring quality of education. To quality values are attributed various, often
inconsistent:
- parents, for example, can correlate quality of
education to development of identity of their children;
- quality for teachers can mean existence of the
qualitative curriculum provided with training materials; for pupils quality of
education, undoubtedly, contacts intra school climate;
- for business quality of education corresponds to a
living position, skills, knowledge of graduates;
- for society quality is connected with those valuable
orientations and is wider - values being trained which will find the
expression, for example, in a civic stand, in a technocratic or humanistic
orientation of their professional activity.
As a whole, it is obvious that quality of education is
a multidimensional, complex concept which is determined by consensus of all
interested parties by coordination of requirements, is described through system
of the valuable and semantic, target, substantial, organizational and other
properties correlated to social norms. It is the integrated characteristic and
result of educational system.
References:
1. Kusainov A.K. Sarybekov M. N. The main directions
of improvement of State obligatory standard of education on pedagogical specialties
// www.nich.tarmpi.kz
2. Quality management in a higher educational
institution / G.M. Mutanov, A.K. Tomilin, Y.E. Kukina, etc. – Ust Kamenogorsk:
VKGTU, 2011. – 116 p.
3. Panasyuk V.P. System quality management of
education at school. - SPb. M., 2000. – 221 p.
4. Shilov S. B., Kalney V.A. Monitoring of quality of
education at school. – M., 1998. - 256 p.
5. Moiseyev A.M. Intra school management. Dictionary reference.
– M., 1998. – 278 p.
6. Abdymanapov S. A. Key to modernization of the
higher education//The Kazakhstan truth. - 08.06.2004.
7. Potashnik M. M. Education quality management. – M.,
2000. – 259 p.
8. Matskevich S. Methodological and scientific
approaches to education quality management // www.methodology.by.