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7ASPECTS OF GENERAL EDUCATION QUALITY MANAGEMENT
FIRADUN NADIR IBRAHIMOV, doctor of pedagogical sciences, professor Shaki Branch of Azerbaijan State Pedagogical University Shaki, Azerbaijan
GULARA ABDURAHMAN ABDULLAYEVA, doctor of Philosophy in Philology, associate professor Shaki Branch of Azerbaijan State Pedagogical University, Shaki, Azerbaijan
Abstract. The article emphasizes that improving the quality of general education and turning it into a well-managed process is an urgent problem of society, thereby, attention is focused on the special importance of the research topic. In order to assess the quality of education and realize quality education, it is necessary to approach education as an anthropologically essential system and to draw the attention of subsystems adequate to the emergent nature of this organized system and inter-component dialectical relations.
One of the important conditions for improving the quality of education is the creation of content in line with the new industrial revolution and its effective application in the educational process, In order to evaluate the quality of education at each stage of the educational process from the point of view of management, grouping of its quality indicators, planning the evaluation of educational results at periodic, near and distant time intervals during the process and directing the school's activities to these results, etc. Generalizations regarding the fact that it is one of the important conditions for improving the quality of training have been included in the content of the article.
Key words: the quality in education; systematic action; cognitive component; reflexive component; regulatory component; communicative component.
Relevance of the research topic. In modern times, improving the quality of education, including general education, and turning it into a well-managed process is considered as an urgent problem of society. However, this problem, the solution of which is of particular importance, has not been investigated at a sufficient level, and the necessary theoretical generalizations have not been made. Undoubtedly, the said "theoretical gap" harms the practice of educational management. Therefore, we claim the relevance of research on "Aspects of quality management of general education" and this is one of the issues that should be directed to the solution of the mentioned important problem.
Interpretation of generalizations on research materials. The problems of the development of education, including general education, concern those who make management decisions on a national scale, heads of educational institutions, scientific workers, authors of textbooks, methodologists, teachers, in short, those who organize the educational process at various levels, and finally, parents, the entire public. , suggests, forcing them to look for solutions. One of the problems related to the development of general education, perhaps the first, is the establishment of quality education adequate to the challenges of modern times and its management.
Among the main reasons why the improvement of the quality of education, its transformation into a well-managed process is considered as an actual problem of the society, the following have a special place: 1) All subjects of educational activity - learners, parents, educators, managers and other workers at various levels who are engaged in effective management of the educational system are interested in building a quality education system. Both society and the state are very interested in providing quality education to citizens; 2) General education schools currently differ from each other due to
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the profiling of the training process, the application of innovative approaches, the effective use of new pedagogical and training technologies, the selection of new textbooks and teaching aids, educational programs, teaching-methodical complexes. There is no doubt that the stabilizing role of the quality of education opens wide opportunities in the effective management of the mentioned process in the conditions where such diversity has become more widespread in the education system in recent years. At present, parents' and students' tendency to freely choose educational institutions is expanding, and the responsibility of educational institutions in preparing a competitive learner and fulfilling the requirements is increasing. [5; 212-213]
Quality in the field of education means the level of learners in accordance with the results of education, according to predetermined standards, and in general, the state of the education system. It should not be forgotten here that the results of education are not only the level of knowledge and skills acquired by the learner, but also certain personal qualities that show his view and attitudes towards the development of the world and society. [9; 11]. Quality is a philosophical category that expresses the certainty of any object, including education, and is an objective and general characteristic manifested in the set of its properties. Quality is a characteristic of any process that makes the process behave exactly like that process and differs from other processes.
It is rightly emphasized in the scientific sources that the quality in education should be considered as the main category that determines the level of conformity of the knowledge, skills and values given to the learners to the relevant state standards and the needs of the society and serves the development. [5; 212-213]
"Education" is stated in the Law of the Republic of Azerbaijan that it is carried out in accordance with the necessary qualifications for the levels of education, in accordance with the quality level of education, in accordance with the standards of higher education, the principles of the international and pan-European education system. [1]
According to our understanding, the assessment of "quality of education" and the realization of "quality education process" are related to the understanding of the mentioned concepts. Referring to the analysis of the materials obtained from the research, it can be said that in order to evaluate the quality of education and realize quality education, education should be treated as an anthropological system and the dialectical relations of this organized system, i.e. the subsystems, components (cognitive, reflexive, regulatory, communicative, etc.) adequate to the emergent nature of the whole, should be drawn into the center of attention. Constructivism and cooperativeness in general education should be considered as the main requirements imposed on the said anthropological system. Of course, "the characteristics that ensure the efficiency of quality management in education should be referred to, that is, the general regularities of the quality management system". [5; 218]
In recent times, it is emphasized in scientific sources that, adequate to the challenges of modern times, the attitude towards raising the quality of our education and working out the scientific bases of its effective management models has changed, and the work in the mentioned direction has become more constructive. The modern concept is the main directions of the development of the development of thinking. [4;54] We share these considerations.
Historically, in order to evaluate the results and quality of education in educational institutions a) obtaining the forecast determined by the teachers, b) evaluation of the results in extreme situations that always occur in the student's life, in diagnostic situations thought and organized by teachers, according to the criteria scale developed by the school itself, c) qualitative (descriptive) methods were used to evaluate the student's psychological indicators, all kinds of actions and activities used in his life: he knows how to do
(intellectual indicator), he is able to implement (voluntary indicator), he wants to relate (emotional indicator).
One of the important conditions for improving the quality of education is the creation of content that meets the challenges of the new industrial revolution and the effective application of said content in the educational process. Currently, new content is formed from the results of the educational process. Since those results express the level of development of the students and it is possible to conduct an appropriate assessment based on them, they are also called content standards. Each standard contains both the knowledge to be mastered by the student and the activities to master it. [3;17-20]
Managing an educational institution is a complex process. In this management, it is possible to talk about effective management and its scientific bases, if the process itself and its purposeful characteristics, and the compatibility of its parameters with the final result are ensured. Of course, the result depends on the process itself, its quality organization. In order to assess the quality of education at each stage of the educational process from the point of view of management, grouping of its quality indicators, evaluation of educational results at periodic, near and distant time intervals during the course of the process should be provided, and the school's activities should be directed to these results. Management of the quality of education should be research in nature.
Pedagogical principles ensuring the effectiveness of quality management in education include the following in scientific and pedagogical sources: 1. Correct identification of the factors characterizing the concept of quality of education; 2. Taking into account that the quality of education is the same for the entire education system, and at the same time, it includes special elements that characterize each controlled object and have the appropriate properties; 3. Compliance of the effective management system of the quality of education with the general laws of management; 4. Compliance of the effective management system of the quality of education with the laws and regulations of the teaching-learning process. [7;46-47]
Among the issues of education quality management, quality control in education and regular review of its status occupy a special place. In this case, the procedures for evaluating the quality of any process and defining new evaluation criteria for homogeneous objects are taken as the basis. In the formation of the effective management system of the quality of education, it is of particular importance to give priority to the approaches related to management according to "process" or "result". Some approaches suggest that it is possible to divide the processes taking place in educational institutions into three groups - basic, controlled and auxiliary. Mainly scientific-methodical and scientific-research works; strategic planning for management, evaluation of the level of use of the results of educational activities of consumers; and the auxiliary can include material provision, financial and infrastructure management. [10]
The results of the educational activity must fully correspond to the requirements of the consumer. The main issue here is to determine which results are considered as the main indicator of educational activity. It is known that since the object of interactions in education is the learner, it is logically necessary to give the results of education in the characteristics related to the learner. Some researchers have determined the results of education with such approaches and based on the following: students' knowledge, skills and habits; indicators of the learner's personal development process; developed effective approaches to eliminate negative effects affecting the teaching-learning process; students' level of competence. Some researchers highlight the following as the results of education: high self-awareness of personality; physical and mental health; his high education, his need for education and his habits; high education; position of patriotism and high citizenship. Another group of researchers, as the result of education, considers the level of education of students who have
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completed their education as the main indicator, which includes the following parameters: knowledge, skills and habits; level of civilization; moral development, value indicators; the possibilities of intellectual and physical development of the organism. [10-11]
The requirements of the specific consumer using the educational system determine the main content of the quality of education, which is directly related to the functioning of the educational system. All parameters of the activity are subject to these requirements. In many cases, the education system has to work with several consumers at the same time. In such cases, it is very important to fulfill the requirements of the consumer, which requirements to take as the basis for determining the quality of education. The conducted analyzes show that in such cases it is more logical to fulfill the requirements of learners. Such an approach meets the requirements of building student-oriented education. A large number of requirements that have already received public and state status in the applicable norms and standards should be summarized here. Learners should be grouped according to the same or similar requirements. These requirements include a certain part of the quality of education and allow determining its content. It is possible to explain the argumentativeness of the logic of taking the fulfillment of the learners' requirements as the basis for determining the quality based on the scientific interpretation of the concept of "education" contained in the Law of the Republic of Azerbaijan "On Education". Thus, there it is interpreted as "education is the process of acquiring systematized knowledge, skills, habits and its result". From Sozüge, the subject of the result (systematized knowledge, skills, habits mastered in accordance with the interests and needs of the state, society, person) is the learner, and in the end, that result is a component of his personality. [1]
Experience shows that the quality characteristics of subjects of educational activity play an important role in the modernization of education as a whole. Circumstances related to events occurring in the educational process create ample conditions to act as the main provider of the quality indicator of the teaching-learning process, while having a corresponding effect on the participants of the process. Determining the quality of training depends on sanitary-hygienic, moral-psychological, resource provision conditions of the educational process and a large number of other factors. Therefore, in the educational process, such factors should be determined with special approaches and the boundaries of their sphere of influence should be defined.
The main condition for the effective management of the quality of education is the correct establishment of feedback between the managing and controlled subsystems. In this case, the following requirements must be met: completeness, appropriateness, adequacy, objectivity, convenience, continuity, structuring. [5;218]
The structure of the administrative subsystem depends on the combination of factors that determine the meaning of the quality of education, and includes the following: methods of evaluating the quality of education; processes taking place in the educational system; subjects of educational activity; the results of educational activities; conditions in which educational activities are carried out. [5;219]
With regard to the managed object (system), subjects of management consistently perform certain management functions: targeted analysis; to plan; control; revision and reanalysis.
Achieving the quality of education, the structure of results-oriented management is formed from relevant operations. Here, the implementation of tasks and goals, the achievement of necessary results depends on the choice of management strategy.
Acting with reference to important didactic principles in the management of education is considered the main quality. "Conducting educational construction works based on humanistic and democratic principles is an eternal necessity. It is no coincidence that the aforementioned principles are specified as special requirements in the normative-legal
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documents of the Azerbaijan government (the "State standards and programs (curricula) of the general education level" approved by the Cabinet of Ministers of the Republic of Azerbaijan in 2010). Those principles are important from the point of view of building training and teaching activity more productively, ensuring its high quality indicators ".[2]
The quality of education can be understood as the relationship between goals and results. In order to achieve high quality in education, although it is complex and difficult, the goal that can be optimally implemented must be defined. Then, in order to achieve that goal, the shortcomings encountered in the analysis process are investigated. The following factors can be attributed to these defects: outdated, non-optimal, educational and development technologies that do not benefit the content of education or have lost their importance, or poor involvement of students in the learning process, etc. After that, it is clarified under what conditions the defects that manifest themselves in the educational process have arisen.
Ensuring quality in education and its effective management requires the introduction of new approaches to the content and methods of training in order to form new professional competencies in learners. Experience shows that it is important to prioritize the application of new approaches to quality assurance in education and its effective management, to prevent mechanical transmission of ready-made knowledge, and to create appropriate conditions for the implementation of creative searches to increase activity in the field of professionalism.
At present, the competent approach, which embodies the educational process as an innovative process, allows to systematically solve the issues related to the design of the content of education in accordance with the general concept of educational standards accepted by the majority of developed countries and the transition to its quality control system. Considering the characteristics of interactions between various components of the competent approach model determines its efficiency. [5;256]
The quality of education is a category that changes from time to time, and it changes and is updated according to the needs of social customers based on the challenges of our time. This reality requires that the monitoring of the results of education be carried out systematically, and searches for quality improvement be made.
Continuous, realistic, relevant testing and evaluation programs provide teachers and parents with evidence of each student's learning outcomes and successes. Such objective information allows students, teachers, and family members to accurately determine the educational goals of students and plan the next level of education. The scores collected by the students are not enough to evaluate their activities and to determine the extent to which the students have achieved their goals. Students should have the opportunity to set personal goals, monitor their own personal development and reflect on the knowledge, skills and attitudes they have achieved. The means of evaluating the learning success of students should also have a teaching function and help them understand their learning outcomes. Inspection and evaluation criteria should assess students' learning activities as both the result of the work and the process itself, and should serve to reveal their different and individual characteristics. Assessment should not serve to determine how one student reads in relation to another student, but should reveal the student's own level of individual development, and should not refer to external motives. [8]
It is logical to carry out appropriate monitoring in order to consistently and regularly monitor the state of education. In the reality where continuous reforms are applied, teacher training has an important strategic importance. It is an inevitable truth that a teacher must have research qualities in addition to a number of pedagogical and psychological abilities in his activity, and must exhibit the possibilities of an original approach in every new
situation. In addition, the teacher's communication and communication skills should form the basis of his activity. [3; 17-20]
Scientific studies confirm that the creation and application of new pedagogical technologies should be considered one of the important conditions for improving the quality of education. [2;137]. Therefore, in order to establish a quality teaching-learning process in the educational system and to manage it effectively, it is necessary to develop the scientific, pedagogical-psychological, methodical foundations of new pedagogical technologies, interactive learning methods and bring their results to the pedagogical process. Recently, in the field of pedagogical sciences, attention has been paid to conducting research on pedagogical technologies, their essence and the use of these technologies during the teaching of various subjects. Researches show that the technological approach in education allows to precisely control the educational process and creates the basis for the high level of fulfillment of educational goals in advance.
It is logical to apply new approaches to the content and methods of training in order to ensure quality in education, its effective management, and the formation of new professional competencies in learners. In this case, it is rightly emphasized that it is useful and important to include cognitive, guiding, communicative, individual, reflexive components in the structure of professional competences. [5;8;10]
It is undeniable that the lesson as a technological factor in the implementation of the goals and tasks set in education (especially in general education) is of special importance. Its role in ensuring the development of students and forming them as a personality should be specially emphasized. However, it is necessary to take into account the fact that the lesson, which is used as a traditional concept, is more relevant today with its new essence and content. Pedagogical technologies and their use exist in other organizational forms of training, as well as in other strategic approaches.
Scientific novelty and theoretical significance of the research work. In the research work, certain contributions were made to the continuous process of further improvement of the theory in the direction of education management by making generalizations that the following are important conditions for improving the quality of education: as one of the important conditions for improving the quality of education, the creation of content in accordance with the challenges of the new industrial revolution and its effective application in the educational process, the grouping of its quality indicators in order to evaluate the quality of education at each stage of the educational process from the point of view of management, during the course of the process, it is envisaged to evaluate the educational results in periodic, near and distant time intervals and to direct the school's activities to these results, to expect pedagogical principles that ensure the effectiveness of quality management in education, the importance of quality control in education and regular inspection of its status, the importance of the results of educational activities being completely consistent with the requirements of the consumer, the quality characteristics of the subjects of educational activities playing an important role in the modernization of education as a whole, the importance of the correct establishment of feedback between the controlling and controlled subsystems, the usefulness of applying new approaches to the content and methods of training for the formation of new professional competencies in learners, application of continuous, real, relevant inspection and evaluation programs, creation and application of new pedagogical technologies.
Practical significance of the research work. We hope that, thanks to the research, the generalizations formed regarding the improvement of the quality of general education, its transformation into a well-managed process, will have a positive effect on the establishment of an environment for eliminating the shortcomings that practical educators may cause in their activities in this direction.
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The result. 1. In order to assess the quality of education and realize quality education, the educational process should be approached as an anthropological system;
2. It is necessary to highlight the dialectical relations between sub-systems and components adequate to the emergent nature of the organized training system;
3.Constructivity and cooperativeness in general education should be considered as the main requirements imposed on the said anthropological system; 4. Compliance of the quality management system in education with the general laws of management should be expected.
LiTERATURE
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