Pedagogical
Sciences/ Pedagogy
Kusherov N.M.,
Merschieva G.A.
Taraz State Pedagogical
Institute, Kazakhstan, Taraz
Problems
of reforming the Higher Education content in Kazakhstan in the transition to
the 12-year education system
Currently
the modernization of Kazakhstan education system is appeared as a process of
radical change at all levels. In Higher Education it is the optimization of
Higher Education institutions in accordance with the requirements of modern
labor market. In the system of professional education it is the expansion of
the specialized secondary educational and professional schools. The system 0f
secondary education is being prepared to move to a 12- year education [1].
In
connection with the transition of secondary schools to the 12- year education
the system of Higher Education in the Republic of Kazakhstan is being undergone
the fundamental changes in educational policy . Higher Education plays an
important role in providing professional training of competent and competitive
professionals for all sectors of the republic economy in the integration of
science and manufacturing [2].
In
2010 Kazakhstan, as a successful state, joined the Bologna Declaration and
became the 47th country as a
member of European educational space. At the same time the Kazakh education
community is working on the working out of its own model of the development of
higher education, taking into account the peculiarities of new policy of our
republic.
The
aims and objectives of this model are to implement the State Program of
Education Development in the Republic of Kazakhstan for 2011-2020, which is
aimed at increasing the competitiveness of education and human capital
development. The key priorities for the development of education in the next
decade are identified in this document. [3] The adopted standard of the 12-year
education is focused on the implementation of the model of the competitive
education. The problem of normative provision of the professional and
pedagogical training of teachers has been solved.
But
at the same time the results of the scientific and educational researches and
publications over recent years have shown that there are unsolved problems of
regulatory, methodological and psycho-pedagogical nature of university teacher
training. In scientific studies, the special attention was paid to the
dissatisfaction of employers by the quality of training of the specialists
which are graduated from the universities [4]. The content-procedural part of
educational programs that do not always meet the expectations of employers and
do not meet the competency requirements of teacher training of the new
formation were attributed to the priority issues [5].
Therefore,
there is a need to further modernization of the content of higher education. It
provides the revision of the basic parameters of the development concept of
Higher Education offering the opportunities and the perspective of its release
to the world level. The urgency of this
problem is in the idea of the closest
approach of the content of the educational system "profile school -
university - the labor market" and, consequently, in the need to change
the structure and the content of model curricula based on the principles of
continuity, consistency and integrity. This will allow adhering to the basic
objectives ensuring the identification of Higher Education programs in
Kazakhstan with the educational programs of foreign universities and improve
the organization of the educational process in accordance with the principles
of Bologna Declaration. The identification of the educational programs at the
same time should be based on the following parameters: descriptors,
qualifications, teaching load, level or cycle, learning outcomes, competences,
terms of training, the structure of educational programs, gradation.
The
analysis of the content of the Higher Education system of Kazakhstan has shown
that there are the following problems:
•
Excessive overload of SES disciplines of general education unit;
•
Sufficiently detailed planning of educational content;
•
Lack of ratio between fundamental nature and professional oriented educational
programs;
•
Excessive subject-centered orientation of educational content;
•
Poor connection with the sphere of work;
•
Weak practical orientation of learning outcomes;
•
Multidisciplinary, the presence of disciplines with a small amount of credits
in the content of SES;
•
In some cases the discrepancy of the competence to the descriptors of the
levels of education, competencies duplication.
•
Shortage of methodological solutions.
Nowadays
the fundamental changes to the substantive and procedural aspects of all levels
of education are being worked in Kazakhstan.
First
of all it is necessary to ensure the continuity of the content of secondary and
higher education, to define the basic parameters for the development of Higher
Educationin a 12-year education [5]. In order to do the work on changing the
structure and content of model curricula has been started, the main factors of
the development of Higher Education have been actualized in the country. For
the implementation of the above mentioned conceptual positions the mechanism
for solving the whole complex of tasks has been designed:
•
systematization of the content of secondary and Higher Education considering
the 12-year education;
•
development of educational programs based on the professional competence of
future specialists;
•
creation conditions conducive to the development of learner-centered education
in 12-year education and Higher Education through the use of innovative
teaching methods;
•
improvement of academic mobility in the system of vocational training of
students and faculty retraining;
•
ensuring identity of Kazakhstan and foreign textbooks and educational and
methodological literature.
The
mechanism is based on the principle of continuity of secondary and higher
education. This is one of the urgent problems of system modernization of Higher
Education in 12-year education. The content update of Higher Education must be
carried out on the basis of two directions of profiling meta subject character:
natural sciences and socio-humanitarian.
The
fruitful search of scientists and educators of Kazakhstan showed that the
maximum approximation of educational content to the above mentioned parameters
will:
•
reflect the dominating perspectives of the standards which allow being oriented
on the preparation of graduates effectively in the future world;
•
shift the emphasis from the subject-disciplinary and substantive side to the
competency and expected outcomes of educational process;
•
involve the identification of general and specific competencies of the most
strategic prospective employers and social partners;
•
introduce the new criteria of practice expenditures of students’ labor, their
academic achievements in Kazakhstan;
•
increase the degree of students’ freedom in their choice of various
individualized educational trajectories;
•
develop the qualifications levels and types of training courses appropriate to
each level of competences which will be compatible with the European framework;
•
expand the academic freedom of universities regarding the "selection"
of educational content;
•
increase the amount of independent work of the student;
•
strengthen the professional component in the SES by increasing the amount
elective component and professional practices;
In
order to do this it is necessary to revise the core competencies of Bachelor
student considering Dublin descriptors literally for each course.
The
results of the reform of the content of Higher Education will be:
•
the modern competence model of the development of higher education;
•
the content of Bachelor students’ reparation was updated in accordance with the
needs of the labor market and the world's leading trends;
•
the academic mobility will get a new impulse;
•
the practical orientation of Higher Education programs and applicability of
knowledge will be increased after students’ graduation.
References:
1.
The concept of 12-year secondary
education in the Republic of Kazakhstan. - Astana, 2012.
2.
Kazakhstan Respublikasy b³l³md³ damytudyn
2020 zhylha dey³ng³ uzak merz³md³ bahdarlamasy, www.google.kz.
3.
State Program of Education Development in
the Republic of Kazakhstan for 2011-2020. - Astana, 2010.
4.
N.M. Kusherov, M.R. Kasymov Key issues of
teacher training the new formation of the Republic of Kazakhstan. / /
Materiali YII Mezinarodni Vedecko-Praktica Konference, Praha, Publishing House
«Educacion and Science» sro Moderni Vymozenti Vedy-2011
5.
M.N. Sarybekov. Modeling the professional
and pedagogical teacher's work of 12-year school / / High School, ¹ 10. -
Astana, 2010.