Develop problem quastions on the basis of problem-based learning technology.

The technology of PBL is based on the theoretical positions of the American philosopher, psychologist and educator D. Dewey. Today, under PBL misunderstood such organization of training sessions, which involves the creation of problem situations under supervision of the adviser and active independent activity of pupils on their solution, resulting to creative process is represented as the solution of unusual scientific and educational tasks by non-standard methods.

The main psycho-pedagogical goal of PBL-

the development of cognitive and creative abilities of students.

Depending on the level of students’ personal readiness types of research activities can be differentiated on the following levels:

1^st level (introductory)-teacher poses the problem, formulates and directs the students’ activity in its decision.

This level is used at the beginning of special subjects’ study, when the level of development of professional knowledge is low and students are not independetly to work on it. For example, at the beginning of the lecture, students are encouraged to listen to the new training material carefully and at the end of his or her presentation to suggest their own definition of revisited professional concepts.

This level is used at the beginning of special subjects’ study, when the level of development of professional knowledge is low and students are not independetly to work on it. For example, at the beginning of the lecture, students are encouraged to listen to the new training material carefully and at the end of his or her presentation to suggest their own definition of revisited professional concepts.

• groups and individually. This level is used when performing practical work and students are invited to resolve a particular situation on manufacture basing on their theoretical knowledge.

• 3^rd level (productive)-students discover themselves, formulate and solve the problem.

The most effectively PBL is implemented through the students’ research work during the course and diploma projects doing, as well as comprehensive practical work fulfilling, during which they undergo all the stages of professional thinking forming.

Projects’ Method

PBL technology is complemented by projects method, allowing unleash the students’ creativity to transfer acquired knowledge and developed competencies in practical activity. The goal of project-based learning is to create conditions under which students acquire the missing knowledge from different sources, learn to use the acquired knowledge to Solve cognitive and practical tasks; develop effective communication skills, working in groups (teams). Research skills ( problem identifying, information collecting, observation, experiment conducting, problem analysis, hypothesis proposing and generalization) are formed in students; systematic thinking, attention, imagination and memory are developed.

Project method technology application can successfully solve the following difficulties and learning problems: low motivation to learn; low cognitive activity, low practical orientation of the educational process; self-realization mechanism formation, the ability to integrate knowledge from all areas.

26.Explain the theories of upbringing (education) of higher school.

• 1. The essence and properties of education. Factors of socialization of the person.
The concept of "nurturing" comes from the word nutrition. Initially, it was understood as direct nutrition, feeding by the mother of her child. Then, with the development of society, it began to be interpreted as the spiritual upbringing, nurturing of the child.

• The ideals of upbringing in different centuries were different. In the Middle Ages, "knightly upbringing" is the mastery of "seven knight virtues", the ability to ride a horse, swim, throw a spear, to fencing, hunt, play drafts, compose and sing songs in honor of suzerain and "ladies of the heart." In the era of revival- the education of a citizen. "Civic Education" implied the formation of a member of a society with good manners, alien Christian asceticism, developed bodily and spiritually, brought up in the course of working life.

• In English society, the ideal of John Lock was the education of a gentleman. Its content included: reading, writing, drawing, native language, French and Latin languages, geography, astronomy, chronology, ethics, dancing, fencing, social behavior skills - "good manners and knowledge of the world".

The ideal of communist education of the early twentieth century was the image of a "communist fighter". In bourgeois society, the image of a "successful bourgeois". In modern society, an ideal can be considered a successful businessman. Thus, each epoch had its own ideal of education.

Criteria of education from ancient times were the criteria of Goodness, Truth, Beauty:

- "goodness" as behavior for the benefit of another person (people, society);
- "Truth" as a guide in assessing actions and actions;
- "beauty" in all forms of its manifestation and creation (in particular, the creation of beauty in the profession, patronage, etc.)

The ideal goal of education is the formation of a harmoniously (comprehensively) developed personality, the education of a competent specialist.
           The content of education (nurturing) is moral, civic, intellectual, physical, labor (professional), aesthetic education.

• The properties of nurturing process are purposefulness, multifactorities, duration (remoteness of the goal), continuity, complexity (unity of purpose, objectives, content, forms and methods of upbringing, and the formation of qualities in the complex). Elements of the educational system of the university are: activities, communication, cognition, pedagogical microclimate, the microclimate of the student group.

• Factors of socialization of the person are divided into internal and external. Internal is a person's heredity, self-education, etc., external are divided into microfactors (peer group, friends, family, etc.), macrofactors (state, society, country); megafactors (space, planet, solar system, etc.).

• 2. Directions of modern education
Kazakhstan as a new independent state also has an educational and upbringing ideal. As President N.Nazarbayev noted, "During the years of independence, the basic values ​​of the Kazakhstani path-Freedom, Unity, Stability, Prosperity were formed" (Message of the President of the Republic of Kazakhstan to the people of Kazakhstan "Let's build the future together!" 2011). Therefore, the process of education should translate these basic values ​​of the Kazakh people.
Let's consider the directions of education "The concept of upbringing in the system of continuous education of the Republic of Kazakhstan" (Order of the Ministry of Education and Science of the Republic of Kazakhstan No. 521 of November 16, 2009)

• Civil-patriotic, legal and multicultural education should form a civic position and patriotic consciousness, legal and political culture, developed national identity, a culture of interethnic relations, social and religious tolerance based on humanism, love and respect for the language, history and customs of the Kazakh people , maintenance and development of its best traditions, study, acceptance and development of cultures of peoples of Kazakhstan.

Spiritual and moral education presupposes the creation of conditions for the development of self-consciousness, the formation of ethical principles of the individual, its moral qualities and attitudes consistent with the norms and traditions of society, the formation and development of a system of spiritual and moral knowledge and values.

• The formation of a communication culture determines the principles of behavior, reflects the value system, ideals, norms and helps the organization of communication, establishing contacts, and developing them.

• Ecological education presupposes the development and formation of ethical views on the nature and ethics of the attitude towards it, the education of a sense of personal responsibility for the state of natural resources and the reasonable interaction of people with them.
• Aesthetic education presupposes the formation of moral and spiritual values through familiarization with the beautiful, through artistic culture, through accession to the world art values of epochs and peoples, through the prism of the national and universal.

• Physical education and the formation of a healthy lifestyle aims to build a healthy lifestyle, the formation of personal qualities that provide a young person with mental stability and necessary for effective professional activities.
• Labor and economic education presupposes the development of skills and habits in children, teenagers and youth in self-service, conscientious, responsible and creative attitude to different types of work; the formation among young people of the need for work as the first vital necessity, the highest value and the main way to achieve life success.

• Professional and creative education involves the formation of professionally and personally important key competencies (special, profile, communicative, social, intellectual, information, personal)
• The development of intellectual culture implies the formation of a modern
scientific worldview and the assimilation of basic values, the development of active thinking activities of students.

 

27. Build the foundations of quality management in higher education.

The word quality comes from the Latin word qualitas (property, quality, value, characteristic, feature, ability). In a highly competitive world with increasing consumer demands, quality has become the key factor of survival in the market, of profitability and development, not just for individual sectors and organizations, but also for the whole country's economy. Only few Croatian companies recognize the quality of education as the key factor for improving business quality, and therefore for strengthening competitive advantage. Education quality is a dynamic, multi-dimensional concept that refers not only to the educational model, but also to the institutional mission and its goals, as well as to the specific standards of the system, facility, program or event. The pedagogical theory and practice has been trying to determine what the quality of education is. In education it is only possible to determine the quality by comparing the results with the given goal, or by comparing it with previously established standards. Any human activity is identified by the quality of its product. The same rule applies to education. The quality of education is therefore responsible for the quality of its "product": students. Various forms of education are present in different places, at various times, under different circumstances and terms, intentional and unintentional, organized and unorganized, with or without a program. One of the key problems is the unification of standards and quality evaluation criteria. The key components of the evaluation process are the methodological approach in applying good methods and procedures of data collection, and the definition of key concepts and their relations with the concept of quality. The fundamental precondition for quality improvement is the establishment of an active system of internal and external evaluation. Internal evaluation implies a significant role of the judgment of students as active participants in the process

Quality must be consciously managed in order to satisfy quality demands. From the previous claim we conclude that quality management is "an integral part of management, whose role is to reach quality objectives, which are reflected not just in providing but also in improving quality. This is achieved by managing the activities derived from the established quality policies and plans, and is carried out within the quality system, using, among other things, the appropriate quality monitoring plan.” The efficient management of an organization is achieved by using different models. One of them is quality management system. By quality management system we understand "structure, procedures, processes and other necessary resources required for the application of quality management." A quality system is inseparable from the international and European norms (standards) of quality. A standard is a formalization of the basic principles of quality management. An increasing number of entities (not only business related) are striving to adapt its own quality system with the requirements, mainly, of the ISO 9000 standards. To be accredited to ISO 9001 (from 2000), an independent auditor has to certify that the organization meets the following requirements of the Standard: quality management system, records keeping, management commitment to quality, resource management, production, and measurement, analysis and improvement. Any higher education organization that wants to be accredited to the certificate, must go through several stages: the development of a quality system that implements the requirements of ISO 9000:2000; the selection of an accredited certification body; pre-auditing of the quality system by the certification body; the final audit of the quality system after which the certificate is issued; a series of smaller audits at least once a year. According to some experiences from the European Union, the whole process of obtaining a certificate lasts between 12 and 18 months. The certificate is valid for a period of three years. The European Network for Quality Assurance in Higher Education (ENQA) was established in 2000 with the goal to establish agencies for quality assurance in higher education. In 2004 the Network changes its name into European Association for Quality Assurance in Higher Education. Its main purpose is to promote European cooperation in the field of evaluation and quality assurance among all the participants involved in the process of quality assurance. Agencies were established in many countries, and their goals are being realized 567 Interdisciplinary Management Research V through the following functions: 1. Quality assurance and improvement in the traditional sense. For this purpose, agencies should encourage higher education institutions to improve the quality of education, especially by evaluating it. The evaluation process is divided into four steps, the major being self assessment (provided by higher education institutions) and external assessment (by independent experts). The role of the agencies is to initiate and coordinate the process of evaluation. 2. Serving as centers where all available information regarding implementation and assurance of quality systems can be found. 3. The last function is accreditation. Based on the evaluation, agencies confirm that the standards of quality of institutions/ programs meet the given requirements.

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