Higher education

Ph.D., professor Dobayev K.D.

On the transition to a new education system in Kyrgyzstan

Since the new school year, i.е. On September 1, 2012, the republic's higher educational institutions switch to a two-level training structure - a bachelor's degree and a master's degree (Government Decree of August 23, 2011, No. 496). According to this decree, the republic's higher education institutions should restructure the system on a two-tier structure using credit training technology.

In recent years, Kyrgyzstan has accumulated some experience in implementing bachelor's and master's programs, as well as training in credit technology. Therefore, in the Republic, the transition to a two-level structure does not start from scratch. And if we recall Government Decision No. 396 of August 25, 1993 on the approval of normative acts regulating the activity of the higher education system of the Kyrgyz Republic and the decision of the Board of the Ministry of Education and Science of the Kyrgyz Republic of May 23, 1995, No. 3/1 "State Educational Standard Of the Kyrgyz Republic "Higher education. General requirements "then we have already more than 17-year preparatory period for the transition to a two-tier structure in the higher education system.

What we have? Higher education institutions, in general, are ready for the transition to the preparation of bachelors and masters. If earlier in the society there was some not understanding of academic degrees of bachelor and master, and hence the various conversations, even the fact that the bachelor is not a higher education, now such conversations are gradually coming to naught. Awareness of the fact that the bachelor is a basic higher education, that it is more universal, that the qualification frameworks aimed at only one specialty have become tight. That time dictates its conditions, when a person in the course of his life can change several times the field of activity, makes it necessary to get a basic higher education, which allows, and then "stringed" on it demanded specialties - this is already a reality.

Therefore, when preparing bachelors, special attention is paid to the formation of common universal competencies. The analysis of the bachelor's programs in foreign universities shows that about 2/3 of the time is devoted to the formation of general, universal competencies. This is understandable. Without good instrumental, interpersonal and system competencies, successful professional activity in any field is impossible. In preparing the bachelor's curriculum, we must take this feature into account. At the same time, one more feature should be taken into account, namely: the preparation of a bachelor's degree in an academic direction and a bachelor's degree in a professionally oriented direction.

As for the bachelor of academic direction, here, more or less, it is clear. A graduate of the academic direction in logic should continue his studies in the magistracy. As for the professionally oriented direction, or even as it is called applied bachelor's degree, here the student chooses a specific profile, so that after finishing he will be arranged for work. This does not mean that he does not have the right to continue studying in the magistracy. After a certain practical activity can enter the magistracy, for more in-depth specialization. For Kyrgyzstan, the concept of applied baccalaureate is new. As the researchers of this problem (Chugunov D. Yu., Vasiliev KD, Shafranov-Kutsev GF) say, applied bachelor's degree is the final qualification allowing to enter the labor market directly, and seldom implies further education, although Does not exclude it. The Applied Bachelor's Program is ideal for those who want to start working right after receiving a bachelor's degree.

In the West and in Russia, under the program of applied bachelor's degree, they began to be prepared literally from recent times, or rather, from the end of the 20th century. However, there is some difference in the preparation of applied baccalaureate in Europe and Russia. First of all, they are associated with a set of competencies that are mastered in the learning process. The programs of the European applied bachelor degree, as specialists note, in addition to the performing skills, presuppose the formation of organizational and managerial competencies. Graduates of applied bachelor's degree are highly qualified specialists who can not only follow instructions, follow normative documents, but also take the initiative in their own hands, invent new ways of solving problems.

As for the Russian applied bachelor's degree, it is not entirely oriented to the real economy, there is no connection with the real economy that exists in the West. And the content of education tends more towards academicism than to a specific labor market. Meanwhile, the applied bachelor's degree should provide professional practice-oriented training. The preparation of applied bachelor's degree should be carried out in close interaction with employers, with their direct participation in the educational process. Only in this case it is possible to train the specialists needed for the labor market.

We believe that for Kyrgyzstan the training in applied baccalaureate must be prevalent.

As for the transition to the credit system of training, is the phenomenon new for most universities in Kyrgyzstan? The new is not in the sense that they do not know what credit is and the credit technology of training. No. New in terms of implementation in practice. Although, in the republic, there are higher education institutions, where credit technologies are used. We have in mind primarily the American University of Central Asia.

Of course, in a moment you can not switch to a credit system. We need a lot of explanatory work. Not everyone has fully realized and understood the entire undercover credit system. But there is already a certain understanding among the majority of university employees. The main thing is to give the right guidelines. And now about the very concept of credit.

Credit - a unit of measurement of the student's load in terms of the time required to achieve certain learning outcomes. Credit - a unit of measurement of the "weight" of the training course or program (the number of auditor and non-auditor hours, etc.) within the framework of the appropriate qualification.

Credit is a quantitative (numerical) expression of the amount of knowledge received, taking into account the results achieved in the learning process, and implementation. The loan can be awarded to the trainee as a sign of recognition of the competences formed as a result of training based on the evaluation of learning outcomes.

Since we mainly focus on the materials of the Bologna Process, namely the European System of Transfer and Accumulation of Loans (ECTS), the student must earn a minimum of 180 to 240 cu. To get a bachelor's degree. The minimum period of study is 3-4 years. When we say, and how many hours in one loan, then we in the Republic do not have a common opinion. Some universities follow Russia, determine 36 hours, the other 30 hours. It seems to us that this is not so important. Although in the TUNING project - setting up educational structures in Europe, one credit corresponds to 25-30 hours of school time. Perhaps this is why in Government Decree No. 472 of July 4, 2012, one credit (credit unit) is determined by 30 hours. At the same time, we must clearly understand that in credits only the volume of the academic load is measured, but not the progress of students, the content or the level of complexity of the material. Loans are given to the student only if he successfully completed a particular module, course, discipline and received a positive evaluation. Loans credited or received by students are relative values that reflect the amount of work required to complete a full academic year. It is necessary to emphasize that loans are not independent quantities, but always describe the work performed within the curriculum. Speaking of a credit accumulation system, we mean a system in which loans are accumulated in the process of a logically built training program. And in this sense, the loan is a unit that reflects a certain amount of successfully performed work on the way to obtaining a certain qualification.

A few words about the competence and competence approach in education. This problem for Kyrgyzstan is a new phenomenon, far from being realized by all. In general, this is a new problem not only for us, but also for the European education system.

The competence approach arose in the USA in the 70s of the XX century in connection with the need to find a way out of the following situation: the diplomats who were preparing to solve the strategic task of creating a positive image of the USA in developing countries, having excellent knowledge and possessing diplomatic skills, Were able to fulfill this mission. Careful analysis found that with all the exhaustive subject preparedness, they were very different from each other skills, which have no substantive implementation, but are extremely important in real work. For these skills a special term of competence was suggested, because they are not associated with any kind of knowledge, with specific algorithms of any actions, or with any particular subject area. A simple study of the history of the issue shows that competencies are the natural characteristics of social actions - in contrast to the actions of subject-matter, which have been described, described and will always be described in terms of knowledge, skills and habits [2, p. 48].

What is competency? This is the result of learning expressed in the set of competences - a specific and clear list of what the student should know, understand and be able to apply after completing the learning process. Competencies can be formed both in relation to educational programs (module or coursework units). Competencies are formed consistently and gradually. So, the formation of specific competences can be provided in several courses or modules at different stages of the program. At the stage of program development, a decision is made about which units of the program will be directed to the formation of specific specific competencies. At the same time, the learner will acquire some competencies in the "hidden" mode throughout the program, however, in the results descriptions only those competencies whose achievement will be subject to evaluation should be indicated. At the same time, we must remember that the curriculum is not just a set of randomly selected courses, but an interconnected complex, which requires a holistic approach for the development of. In the curriculum, focused on the learner and on the learning outcomes, all units are somehow related to each other. This rule extends not only to the units and modules that make up the core of the program, but also to secondary and elective courses. The results achieved during the study of a single unit or module contribute to the achievement of overall results and the formation of the required scope of competencies in close relationship with the results to be achieved in the study of other units of the program.

The next question that we must find out for ourselves is the organization of the educational process on the basis of modular educational programs. In the formation of competencies best suited modular programs. They are more transparent, facilitate the transfer of the student from one educational institution to another and the recognition of results in another university, also allows to optimally distribute the training load for different phases of the program. Moreover, the modular system avoids unnecessary fragmentation, and, therefore, an excessive number of exams. The disadvantage of the modular system is that it reduces the freedom of teaching, limiting the number of hours of classroom hours inside the module. With a modular system, flexibility increases, because it becomes possible to build various curricula and programs that have common ground. In a non-modular system (that is, as in ours, where teachers alone lead the academic discipline), the choice of material is a priority, while in the modular system the main emphasis is on the structure of the curriculum as a whole.

The question arises, and what do we mean by the module? The module is a relatively independent unit of the educational program, aimed at the formation of a certain professional competence or competence groups. In other words, the module is a complete unit of the educational program that forms one or several defined professional competencies, accompanied by the control of the knowledge and skills of the students at the output. Therefore, a modular educational program is a set and sequences of modules aimed at mastering certain competencies necessary to assign a qualification.

At the same time, we should note that the common European understanding of the term module does not exist. Some consider the module as limited in time, closed in content, subject to study training blocks. Other modules are defined as the connection of training blocks that are consistent with each other in content. It is assumed that the modules can be combined consistently in content within the framework of both one discipline and several disciplines.

In a word, modules are an element of the educational program, which is limited in time, closed in content with certain results, which must be achieved and demonstrated by students.

When studying students modules for each of them must be credited a certain number of credits (credit units), acting as a measure of the laboriousness of the training work and expressing the totality of all relevant educational process. When calculating credits for a module, labor intensity is counted: classroom load, independent work of the student, writing of final qualifying work, etc. Usually the module provides 6-15 credits.

When developing the module, you can follow the following scheme:

1. Determine the purpose of the module.
2. The information block is a theoretical material, structured into learning elements in the form of methodological aids, workbooks, a set of methodological aids with applications in the form of reference notes, training computer programs.
3. Develop assessment tasks (to measure the achievement of results).
4. Define the threshold evaluation criteria (use scoring criteria for students' motivation).
5. Develop a strategy for teaching and learning (to make it easier for students to achieve results and compliance criteria).
6. Write the learning outcomes (based on level descriptors).
7. Develop and revise the module (based on experience and feedback).

Modular training system allows:

- integration of different types and forms of training;

- a large-scale organization of educational material, together with recommendations and tasks for its study;

- the advantage is the independent study of the learning material by the students;

- management of the teaching through the program (sequence of tasks and stages of the educational work) and algorithms of cognitive activity;

- openness of the instructor's methodical system;

- the possibility of students choosing the level of mastery, forms, place and pace of studying the material;

- creation of conditions for successful cognitive activity in the learning process;

- ability to work with individual methods of training material, own learning trajectory;

- meaningful operational monitoring and evaluation of the results of the final control.

The restructuring of the educational process on the principles of modularity presupposes:

- a preliminary deep interdisciplinary study of the content of existing educational programs in order to exclude duplicate fragments from academic disciplines.

- definition of the list of training modules included in the OOP.

- Establishment of possible educational trajectories within the framework of one OOP (taking into account the profilization, specializations, master programs, elective disciplines and additional educational programs).

- Development of a system for the implementation of training modules, which will require significant labor costs for PPP and a qualitative upgrade of the material, information, library, and publishing and printing base of the university.

- the implementation of administrative and managerial activities on new principles that correspond to the modern restructuring of the educational process, etc. [3, p.12-13].

In the line of the Bologna process within the framework of the EUTS, an evaluation scale has been developed that has seven reference points, denoted by the letters A, B, C, D, E, FX, F [4]. The EUTS scoring scale is based on the student's rank in some assessment, which shows the degree of his progress against other students. The ECTS scale classifies trainees first into two groups - successful and underachievers. Successful students are divided into five subgroups: 10% of the best answers correspond to the point of the scale indicated by the letter A, the next 25% by the letter B, the next 30% by the letter C, the next 25% by the letter D and the last replies of the students with the letter E.

Unsuccessful students are divided into two subgroups: FX (unsatisfactory - additional work is required to obtain a loan) and F (unsatisfactory - a considerable amount of further work is required on the educational material being evaluated).

Such a system of scaling the results of the education of students will require the modernization of the appraisal-credentials of the educational institution and, of course, the restructuring of the entire system of the organization of the educational process.

And at one point we wanted to stop - this is the preparation of control materials for evaluating learning outcomes. In general, the scientific and methodical work on the evaluation of learning outcomes suggests the following sequence when writing and developing evaluation results. First, think over what result will be evaluated. Second, find a set of evaluation tasks. Third, determine the requirements that testify to the success of the assessment, or the characteristics necessary for this. Fourth, make sure that the criteria can be reliably and effectively measured or evaluated and that they are clear and unambiguous.

In general, for Kyrgyzstan, it is not typical to detail the results of the training. There were no clearly defined evaluation criteria. Therefore, well-designed assessment materials are one of the main components of improving the quality of education.

Literature:

1. State educational standard of higher education of the Kyrgyz Republic. - Volume 1. - Bishkek, 1996. - 138 p.
2. Shafranov-Kutsev G.F. Modernization of Russian vocational education: problems and prospects. - Monograph. - Tyumen. - 2011. - 296 with.
3. Scientific approaches to the creation of educational and professional programs on a modular basis in the field of humanities education. - M. - with. 12-14
4. Bologna process: the middle of the path / under the science. Ed. VI. Bidenko. M., 2005.
5. Borovskikh AV, Rozov N.Kh. Activity principles in pedagogy and pedagogical logic. - Moscow: Max Press, 2010. - p. 48.