Develop mechanisms to ensure the quality of the university

Since UNT participated only graduates intending to continue their education in vocational and higher education institutions , the share of graduates in the regions of Kazakhstan was different .

Since 2002 the number of students in the formation of the state and more attention is focused on the technical , agricultural and educational specialty. Training in these areas increases the state order . At the same time reduced the state order for economic and legal specialty.

The country , in recent years, special attention is given to the quality of training . State action in solving this problem are bidirectional .

Stricter rules for admission to universities : Entered the unified national testing , a minimum threshold passing score to enroll in college, and since 2003 a mandatory intermediate state control of knowledge ( PGA) . ISC is an intermediate assessment of students' knowledge and, accordingly , the quality of training at the universities of the country. According to the results published in the press PGA rating Kazakh universities . Population of the republic was first informed about the quality of the educational activities of higher education institutions .

Despite the fact that the level of human development in Kazakhstan in 2005 in the UN ranking dropped to 2 points (from 78 to 80th place ) , at the presentation of the National Human Development Report of the UN Development Program representative in Kazakhstan Mrs. Shoji noted that Kazakhstan there have been positive changes in the field of education. Kazakhstan's system improved following the European standards.

As a positive thing to be noted in the existing system VPO RK obvious trend of constant growth of wages faculty universities, one of the main resources of the education system and the quality factor of young specialists .

Overall, as of 2004/2005 academic year the number of university teachers in the republic was 42,300 people, including those working part-time (0.5 or 0.25 rate) and 8,000 staff, enrolled part-time staff on the conditions - 8100 people. Compared with the 2003/2004 academic year the number of regular lecturers Kazakhstan decreased by 3% ( in Kyrzyzstane - increased by 15% , Russia , Armenia, Azerbaijan, Tajikistan - by 4-8% . Georgia decreased by 22%, Ukraine - 2%). In the institutions of the republic every seventh - eighth teacher is pluralist (Russia , Moldova , Kyrgyzstan - every fourth teacher) .

Kazakhstan began output of the educational system in the world education market makes actual deployment of the recognition of documents on education abroad, and similar foreign documents in the republic. This contributes to the ratification and approval of the Decree of the President of the Republic of Kazakhstan № 202-1 December 13, 1997 Lisbon Convention on the Recognition of Qualifications concerning Higher Education and outlined steps to implementation of the Bologna agreement Kazakhstan conditions , including already begun in the institutions of the republic transition to credit technology . In November 1998, an agreement on mutual recognition and equivalence of documents on education, the Government of the Republic of Belarus, the Kyrgyz Republic, the Russian Federation and the Republic of Kazakhstan .

The higher education system of the Republic builds capacity of its renovation in the context of meeting the long-term strategic interests of Kazakh society , the state and the individual in obtaining quality higher education and providing opportunities to every person in the choice of content , form and timing of training.

The main directions and strategy development of higher education in the Republic defined in the Concept of Education of the Republic of Kazakhstan (2004-2015 gg.) And the State Program of Education Development of the Republic of Kazakhstan until 2010.

Reforms in higher education should form a well-functioning Kazakhstani model of education , to achieve a high level of quality education and training , allowing Kazakhstan to take its rightful place in the modern world .

 

 

 

2.2 Analysis of models of quality management of higher education

Higher Education of the XXI century is characterized by a number of peculiarities and requires certain changes in the content and organization of education . One of the objectively existing factors driving changes in the system of higher education is rapidly increasing flow of information. This growth occurs at such a pace that the old methods of communication and the education system itself can no longer cope with it . Changes that occur at the same time in high school activities can wear multifaceted manifestation , including new technologies, training , teaching methodology , means technical support organization , management and maintenance of the learning process and so forth, it requires the system of university management flexibility and mobility.

Another important factor influencing the adoption of today's universities decisions related to the definition of the structure and content of the quality management system and its software is the global nature of the problem and the global trends in the approach to it . It is important to note that the quality assurance system has a broader interpretation than the quality management system .

Relationship and involvement of these concepts schematically as follows: assessment of quality - quality management - quality assurance.

Quality management system of university activities, regardless of the specifics of the mechanisms used , procedures and forms , as a rule , possess all the attributes of the system : the purpose of operation, processes , algorithm implementation , the quality (efficacy outcome) , the means of its organizational , technical, and technological support ( implementation conditions : structure , material and technical resources , training and methodological support , technology and training methods , etc.).

As a consequence of the high level of competition and the development of globalization , management of university activities abroad are strategic focus . Strategic quality management in higher education in post-Soviet countries is in its infancy.

An important point is the choice of strategic management model of quality management system . Analysis of the concept and program of domestic education suggests that Kazakh system characteristic commitment to the principles of quality management system model European education system. This explains the existence of a clear trend towards the formation of a national model of education based on the principles of the Bologna Declaration and European quality standards. Depending on the degree of involvement of universities in this process is to a greater or lesser extent, is reflected in the structure and content of the quality management systems of higher education activities. In terms of structure , this fact is explained by the existence of credit technology within a number of new structural formations involved in managing the quality of service ( office receptionist service advisors, Committee on Resources, and others), and in terms of content - the specific content of most credit technology and related specifics of the forms and methods of teaching and assessment on the one hand and the review , taking into account international experience , scorecards national assessment procedures, on the other.

Adoption of the concept and the State Education Development Program of Kazakhstan for 2005-2010, which defines the structure and objectives NSEQA , allows to conclude that the discussion of the general concept of the quality of education and general theoretical approaches to quality control Kazakh universities will go to specific actions related with the definition of the principles of construction and operation intrahigh their quality management systems and systems of its software.

Analysis of domestic and foreign experience structuring work management and quality assurance of educational activities of higher education institutions shows that regardless of the approaches used in solving this problem , and the variety of existing models of the quality of their specific content is determined by a combination of general composition and specific content of external and internal factors of high school ( objective and subjective ) . In addition, some observed universality in methodology to include these factors in the decision-making mechanism to create a model that , in our opinion , can be represented by the following algorithm : the type of governance structure of the higher education institution ; mission of the university, quality policy , objectives of its system operation and development ; content approaches and methods for constructing models of quality management; procedures, methods , indicators and quality criteria .

Type structure of higher educational establishment . Studies show that the type of structure of the university is a derivative of such factors as : the legal status of the institution and its relationship with the government ; degree of independence of the persons responsible for its activities ; degree of academic and financial autonomy granted to the university by the government; resource capabilities , quality policy and leadership competence of the university in terms of quality and technology of its software.

Also the nature of public administration ( external factor ) at the University Model ( and, accordingly , the content model of quality management ) influenced by a number of internal factors . This explains the large variety of approaches to the classification of types of universities . J. Baldridge indicates the existence of bureaucratic and collegial model and taking into account their shortcomings provides a new political model , which attaches great importance to the process of changing . Middlharst R. differentiates organizational types universities as follows: a community of professionals ; political bureaucracy ; cybernetic , electronic universities . Four models of organizational structures : a collegial , bureaucratic , business and corporate determines McNay I. . At the heart of the existing approaches to classification models universities : organizational culture , the degree of adaptability of the structure to the processes of change , the availability of quality management policy and a number of others, the actual condition which varies in a wide range , defining the scope of work of the university to manage the quality of its educational activities ;

The mission of the university, quality policy, objectives of its system operation and development. Directly and immediately, determine the content of the work on quality management and the state of its organizational and resource support, including financial. In turn, the maintenance of the mission of the university, quality policy and objectives of the implementing institution defined vision of its place and role in the regional, national and international market of educational services , the degree of competence of management , including senior managers and " maturity" and motivated staff ;

Contents of approaches and methods, which formed on the principles of quality management model. The most common international practice approaches to quality higher education based on compliance purposes: traditional (goal - the prestige of the university ); Researcher ( quality standards ); managerial ( focus on customer satisfaction ); consumer ( quality is defined by the consumer , and the university is satisfied ); Democratic (quality rated as good, which brings the university community or region ) .

Currently in Europe, there are two complementary approaches to quality education. The first approach - hands-on, which is to define quality as the extent to which the objectives of (different targets consumers form different quality that dictates the need to manage them). The second approach organically continues first and concerns the university’s internal processes taking place in the framework of its educational process.

Widely used as models of governance have received quality management system. In the world there are 10 of the most common models of quality management systems in higher education , including : models of national and regional awards for quality, for example , the model of the national American Quality Award «Baldrige National Quality Award» in the field of education or model of the European Foundation for Quality Management ( EFQM), used in the awarding of the European Quality Award " Excellence in Business » (EQA); model constructed in accordance with the principles of total quality management (TQM), the requirements and recommendations of the international standards of ISO 9000:2000 and several others.

Thus, under a model of quality management system means a collection of principles, methods , indicators and requirements for various aspects and processes of the organization, the criteria for determining the level of perfection of these processes and methods for their evaluation, which together determine all the processes of the organization to achieve the desired results quality .

Currently, the universities of Kazakhstan and Russia to develop a model of quality management training, the following methods and approaches:

- Method of evaluation of quality management activities of the university;

- A concept based on the principles of Total Quality Management, TQM;

- An approach based on the requirements of the international quality standards ISO 9000:2000.

Scoring method based on a comprehensive survey of the functional areas of the university, self-assessment activities and decision on the results of certain measures. Approach based on the requirements of the international quality standards ISO 9000:2000, and involves the creation of a documented quality system certification and, as noted by A. Feigenbaum directed "... to reduce the possibility to do something wrong." Since the approaches and methods specific content, the specific content and management models that are designed based on them . This specificity is reflected in the technology used by mechanisms and management tools, maintenance procedures (eg , assessment procedures ) , the system of indicators and evaluation criteria , etc.

Quality management model, based on a valuation technique involves a systematic process of self- identification on the SWOT-analysis of strengths and weaknesses and to develop measures to solve existing problems or improve the situation. Model is widely used for self- accrediting universities of USA, Canada , Western Europe. According to G. Kells , to self-assessment process has achieved its objectives , it must be based on a number of principles and consist of the following stages: preparation and organization of the process ; organization of the learning process ; carrying out the process of learning ; discussion of the results and preparation of the report. Each of these steps , in turn , consists of a number of further actions. The parameters and characteristics of the evaluation systems used can vary considerably depending on the national and local circumstances. For example, quality assessment by the independent accreditation of a number of universities in Central Asia in 2005 (including Pavlodar University ) was carried out on the model shown in Fig . It is adapted to the Central Asian model developed based on the dynamic model of improving the quality of business education in the European federation of national agencies and associations (EQUAL). It contains seven areas measuring quality. The model for quality development of such areas EQUAL 10 . To assess the quality used both quantitative and qualitative indicators.

Figure 3 - Dynamic model of quality improvement

 

In practice, national universities more widespread presented in Figure 4 the traditional model of self-certification of higher education institution.

Figure 4 - Model of self-assessment of universities RK

 

This valuation method is based on checking the status of activities and audit documentation of the university and its divisions . If self-esteem and self-development aims to determine whether the activities of the university 's mission and its goals , the Self-assessment - is a form of control , designed to ensure compliance with national quality standards. Model evaluation of the quality of the university in the form of self-assessment , as a rule, is the evaluation phase , the previous state certification of higher education.

Management model based on the principles of TQM ( total quality management ) , also uses the count , but is based on a deeper than the SWOT- analysis , survey and analysis of the university as a producer of services ( education , consulting , etc.) and products ( scientific, technical, methodical , and others) . TQM concept presupposes that a university -articulated mission and strategic goals to ensure its implementation. System of strategic goals developed with the full research resource capabilities of the university, his vision, status and trends of its external environment. Total quality management in education involves the use as control technology, process approach to the optimal combination of such approaches as a comprehensive, systemic , situational , marketing , cultural studies , and a number of specific management methods and tools : institutional, economic, social, psychological, and innovative etc. The model of total quality management is based on the following principles : management processes; responsibility to society ; strong leadership ; continuous training of employees , innovation ; orientation; focus on results and achievement of objectives; involvement, participation and motivation of employees ; development of corporate cooperation.

Analysis of foreign studies on introduction of quality management TQM principles shows that its success is determined not only by the efficiency of management, but also lead to higher management organization. With this in mind GK Kangi presented a modified model of quality management , realizing the four principles of TQM: admiration for the consumer , management, based on the facts , management, focused on people , and continuous improvement .

Each principle is divided into concepts through which the achievement of high results . Permanent , continuous improvement of the university - the main function of leadership in the transformation of educational institutions to TQM.

Management model based on the requirements of the international quality standards ISO 9000:2000. This model is presented in Figure 5. It is based on eight fundamental quality management principles , including the process approach and involves the establishment of the university interested in the individual , revealing their quality requirements and creating a system of its continuous improvement.

Legend:

activity that adds value

flow of information

Figure 5 – Model of Quality Management System (process approach)

 

Unlike models TQM, in this model, the main management tool is documented management system focused on quality. Developed " Quality Manual " and guidelines for the management of all processes on the system . For example, " Document Management ", " Human Resource Management ", " classroom management fund ", "Management of logistics ", " Information Resources Management Library ", " Managing the selection of applicants ," etc. To support and ease of use of this documentation the informational model of quality management system , to be accessed by all interested audience. Feature models based on the ISO is that they do not imply uniformity in the structure of quality management and uniformity of documentation that contributes to the specificity of high school model of quality management systems ( QMS).

If Russian universities have been a shift from quality management systems based on ISO quality standards to models of quality management principles of TQM, then in universities in Kazakhstan Quality Management System ( QMS) just being introduced . The State Program of Education Development of the Republic of Kazakhstan for 2005-2010 QMS implementation in high schools identified as one of the directions of development of higher education of the Republic;

Procedures, methods , indicators and quality criteria . Variety of models of quality management of higher education due to the approaches to building and structuring systems , complements and extends within each model due to the specific characteristics of the content used grading . This specificity is determined by the composition and content of monitoring and quality assessment (self-assessment , audit (external and / or internal) , Self-assessment , various forms of monitoring and ongoing assessment , which are held at regular intervals in time) . Notes and a large variety of approaches to the selection of assessment methods.

VN Nuzhdin GG Kadamtseva , ER Panteleev A.I.Tihonov in terms of the concept of a multidimensional quality offer measure ( and, correspondingly, to evaluate ) the level of quality of the university with the help of design formulas .

This methodology is implemented in a system of total quality management Ivanovo State Power University .

Proposed to measure the quality of the university by the formula:

Q ( high school) = ( Qe ( Ctrl ) + Q ( spec ) + Q ( Comrade ) + Q ( Science ) + Q ( etc. ) + Q ( soc ) + Q ( those) ) / 7 (1)

where: Qe ( simp ) - effectiveness of quality control processes of education; Q ( Spec ) - sum of qualities specialties of high school ; Q ( Comrade ) - the amount of quality goods for educational purposes , the university issued ; Q ( Science) - the amount of quality of scientific work of the university; Q ( etc. ) - the sum of the qualities of other goods and services of the university; Q ( soc ) - the quality of the social system of the university; Q ( those) - the quality of the technical system of the university.

Each factor university quality evaluation formula , in turn, is determined by the formula , based on the factors forming quality. For example , the quality of specialties (Q ( Spec ) ) determined by the formula :

Q ( Spec ) j = (Q ( input ) j + Q ( obr.protsessa ) j + Q ( output ) j + Q ( resources ) j) / 4 ,

where : Q ( Spec ) j - j- th quality specialty high school , Q ( input ) j - the quality of the input data specialty; Q ( obr.protsessa ) j - the quality of the learning processes for the j- th specialty; Q ( output ) j - quality learning outcomes for the j- th specialty; Q ( resources ) j - quality resources j- th field.

As part of quality management systems as a method for its assessment is often used shown in Figure 6, a radar chart .

Figure 6 - A radar chart by levels of excellence model criteria QMS university

 

The advantage of radar charts , on the one hand, the simplicity and clarity of interpretation of results , and on the other - the visibility of development trends ( changes) and the position of the institution ( weak, strong ) to assess areas . Radar chart provides two levels of evaluation : required , regulatory ( compliance with national quality standards ) and the level of improvement that reflects an actual increase in quality. Radar chart can be constructed as a model for quality factors of the university as a whole, and for each factor model , in the context of its criteria.

The most versatile and often used in the practice of quality assessment method is a method of quantifying the quality factors for compliance with state or institution established quality standards using natural units.

Method of weighting and summing (in points or , in some cases , as a percentage) . Typically, this method of evaluation used in models Quality Award . For example, the premium model of the Government of the Republic of Kazakhstan "For achievements in the field of quality ," a model of industry competition in the Russian Ministry of Education Quality " Intrahigh quality assurance system of training " and determine the ranking of higher education institutions: foreign and domestic .

And finally, within the chosen model structure control on the quality of its content greatly affects the list of parameters and evaluation criteria which have a very large variety. From the perspective of the situational approach to management, lack of uniformity in the selection of indicators and criteria for evaluating objectively explained by the different levels of development of higher education institutions and systems implementation of strategic management , the content of their educational activities, the actual state of the factors that provide activities , goals and objectives ( current and strategic ) and many other factors of the internal environment of higher education. Bigger role in the selection of indicators and criteria for assessing the level of competition has in the educational market , in which the institution operates and the requirements to the quality of the national system of the collateral. The important point is , for what purpose are developed evaluation criteria , and with their help the university wants to see the results of the evaluation. In some cases, the criteria can be focused on assessing the level statement of facts , and in others - to assess the quality of the dynamics of its development. In the first case it is sufficient to use a system of quantitative indicators , and in the second case , a system of quantitative and qualitative indicators . In the first case to test the objective evaluation is sufficient to check the documentation confirming the veracity of evaluation, and in the second case is usually studied opinion on the quality of all persons interested in the educational services of the university.