MODERN PRINCIPLES OF THE DEVELOPMENT OF EDUCATIONAL INSTITUTIONS

Аннотация

This article is about the main goal of the National Program of training of personnel – the radical reform of the educational sphere, the complete liberation of it from ideological views and sarcophagi left by the past, the creation of a national system of training highly qualified personnel at the level of developed democracies that meets high moral and ethical requirements. KEYWORDS: Management, achievements, Higher Education, monitoring, quality assurance. INTRODUCTION common as a logical continuation of Higher Education. Therefore, in many studies, The approach to the issues of the quality of advanced training is also covered in the form education and its management from a of activities carried out by higher educational scientific point of view began abroad from the institutions. 20s of the XX century. In this process, the search for ways to improve the effectiveness THE MAIN OF RESULTS of Educational Quality Management was first When discussing the problems of the quality of carried out on the basis of the achievements of education, it is mentioned about its the general theory of social management. It assessment, control, monitoring, quality should be noted that the problems of the assurance, etc. To clarify the use of these quality of education and its management are terms, let's briefly dwell on their meaning in analyzed in most studies on the example of the English and the words corresponding to them higher education system and the educational in Uzbek. institutions that carry it out. In these studies, the problems of post-graduate education, in Quality control (quality control) is used when particular advanced training, were not determining external quality assessment considered separately or were studied in “MODERN PRINCIPLES OF THE DEVELOPMENT OF EDUCATIONAL INSTITUTIONS” P age 41 | 7 procedures aimed at achieving a certain level assessing the quality of education was of expected quality. relevant all the time, only in subsequent years the solution to this issue began to be Quality monitoring (quality monitoring) approached in a systematic complex way. As provides for procedures for direct assessment part of the study of the quality of education, or observation of one or another criteria and foreign scientists and practitioners are indicators of quality, determines the "level"of clarifying the concept of the quality of quality, and will also be associated with an education itself, developing evaluation assessment of the effectiveness of material criteria, classifying factors that ensure high costs. In English – language publications on the quality, studying the problems of managing problems of quality of Higher Education, the and monitoring the quality of Education. term "quality assessment" is more often used, which refers to both external and internal Ensuring the quality of Education, which assessment-a system for assessing quality in a allows you to compare education through the broad sense, consisting of a number of stages introduction of mutually recognized systems (planning, evaluation and monitoring, analysis of assessment, is one of the most important and other stages). In a narrow sense, terms conditions for the formation of a single such as "quality evaluation", "quality audit", educational space of European countries. The "quality judagement" are used to define existing systems for assessing the quality of quality assessment procedures. Also in education in the world can be conditionally Europe, the term quality assurance is also divided into two models. used, which can be translated as quality The first model is the "French" model, which is assurance or quality assurance. In addition to based on an external assessment of the the stages associated with the assessment, the responsibility of a higher educational quality assurance system also covers the institution to society and the state through stages of research and decision-making certification, accreditation and control. Such a regarding the improvement of the stages of model is used in Scandinavian countries, the their implementation. Czech Republic, Latvia, Estonia and other The most important feature of the quality countries. In these countries, the purpose of assurance system is its periodicity and assessment by state bodies is formed, the tendency to improve. In 1995, a program most important aspects of assessment are called "reform and development of Higher determined, decisions are made regarding the Education" was developed by UNESCO, which organization of the educational process.Self- outlines the world-wide trend and tasks of the assessment by an educational institution is development of higher education in the era of considered superficially, since the main the exchange of centuries. attention is paid to the effective conduct of external assessment. Of the 151 items available in the program, 18 are devoted directly to the quality of Although external control has achieved serious Education. They provide, in particular, a b