METHODOLOGICAL ASPECTS OF QUALITY ASSURANCE AND MODERN MANAGEMENT IN EDUCATION IN UZBEKISTAN

Аннотация

The new conditions that have emerged in Uzbekistan with the beginning of a new phase of reforms have changed the structure of higher education, the demand for their knowledge and skills. Now there is a high demand for personnel who can apply new knowledge in practice, understand the scope of innovative opportunities in a particular profession. These should be highly qualified professionals with analytical skills who can not only competently solve current economic and production issues, but also make the right decisions. It has become necessary to strengthen competition, which encourages the development of higher education institutions and the provision of quality educational services by them. In the process of reforming the education system in Uzbekistan, based on the positive foreign experience, a system of public management of educational institutions is gradually being introduced through the establishment of guardians and supervisory boards. Keywords: aspects of quality assurance, modern management, quality of higher education. 143 Scientific research results in pandemic conditions (COVID-19) Their composition is formed in accordance with the Charter of the founding organizations, local authorities, business circles, public organizations, foundations and sponsors, through which higher education institutions can solve their problems independently. Today, such Councils exist in a number of universities. The most important direction of reforming the country's education system is to limit government regulation and at the same time expand the independence of higher education institutions in the organizational, financial and, most importantly, educational spheres. In the countries included in the "elite list", this principle is defined as one of the fundamental principles of higher education. Based on world experience, the transfer of powers of the central government body (ministry) can be divided into three main models: 1) Powers are transferred to the territorial administration; 2) transferred to a specialized agency (intermediary organization); 3) It is given directly to the higher education institution. The Brinchi model is suitable for countries with a more federal structure and less decentralization. In Uzbekistan, the use of this model is more difficult due to the lack of administrative capacity at the local level. The second model runs the risk of making this organization look like the Ministry of Higher and Secondary Special Education. Under the third model, the role of the Ministry of Higher and Secondary Special Education will be reduced to the level of strategic management. Everything else, that is, the operational and tactical management of activities, should be decided by the universities themselves. Today, higher education institutions can and must have a direct impact on socio-economic development, as a specific donor of innovation based on fundamental knowledge and at the same time practice-oriented. The modern society of information technologies is of great interest to its citizens for their ability to work independently, actively, make decisions, adapt quickly to changing living conditions. To implement these tasks, it is necessary to develop mechanisms to improve the form of participation of large and medium-sized businesses, professional associations of educational institutions, teachers and researchers, parents and public organizations in the implementation of public education policy and intensify their participation. Guardianship and supervisory boards of higher education institutions are effective tools to address this task. The world experience of their organization and operation shows that such councils have the highest executive power, they are the legislative bodies that shape the organizational structure and policy of the university, from the curriculum to the order of filling vacancies of teachers and staff in higher education. 144 Scientific research results in pandemic conditions (COVID-19) Currently, the most relevant and controversial concept in the higher education system is the concept of "quality of higher education." This concept is widely used today, it is reflected in the legislation governing the activities of higher education, is studied in detail in the broad discussions and debates of the pedagogical community, is the object of research of many scientists and practitioners. It should be noted that the concept of quality of higher education in this regard is one of the most complex and important problems in the higher education system of our country. The system of quality assessment of higher education, traditionally and formally used, does not rely on objective methods of pedagogical measurement, and therefore the concept of "quality of higher education" is not universally interpreted in the same way. For example, we will look at different interpretations of the concept of “quality of education” to help effectively and comprehensively cover and analyze key aspects of