ACADEMIC RESEARCH IN MODERN SCIENCE
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EDUCATIONAL SERVICES OF HIGHER EDUCATION INSTITUTIONS
Abdukadirova Kamola Azimovna
Tashkent State Economic University
https://doi.org/10.5281/zenodo.14265483
Abstract:
The educational process at the university is considered as a process of
providing educational services. The main tasks of the educational services
market and its regulators are determined. The positions of the subjects of the
educational process are indicated and the tasks of the university are formulated
to meet their interests in the conditions of a market economy.
Keywords:
Human capital, educational services, characteristics of educational services,
educational services market, quality of education, government, employers.
Introduction
Recently, full attention is paid to human capital as a key element in the
formation and development of the foundations of the “knowledge-intensive
economy” that has emerged in society. In conditions of limited natural resources
and the material and financial component of resource potential, it is the
reproduction of human capital that becomes the main process determining the
effectiveness of socio-economic development.
The dynamics of human capital largely depends on the factors of education,
especially higher education. According to the World Bank, the production part of
the gross domestic product does not exceed 20 percent, and the rest depends on
the quality of human resources. The higher education system is one of the main
areas that greatly affects the quality of human capital. In this case, we can
consider the process of providing educational services as a reality that takes
place in higher educational institutions.
The main part.
The service is specific, but in general, it allows you to use proven
mechanisms for analyzing it and subsequently managing its quality. An
educational service is understood as an action that helps to acquire
systematized knowledge, skills and qualifications.
In our opinion, the essence of the educational services market segment is
manifested in the following functions that universities should take into account
when organizing these services.
1. Ensuring the balance of quantitative and qualitative indicators between
the demand and supply of educational services, while consumers are guided by
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the principle of maximizing their well-being in their actions, while producers
(universities) strive to maximize their income by minimizing costs.
2. Establishing an objectively balanced market price for educational
services.
3. Stimulating the effectiveness of the activities of the university and all its
structural divisions in order to find optimal dynamic educational processes for
personnel training.
4. Optimizing state orders for the training of specialists with the
simultaneous rational use of available material, technical, information, financial
resources, as well as professors, teachers and service personnel.
5. Stratifying universities by specialty, taking into account their rating in the
field of providing educational services and certification of education quality
management systems.
6. Intense competition in the educational services market (which is
especially evident at the regional level), forcing universities to use all methods
and means to strengthen competition in the market to satisfy the desires of
consumers and ensure their well-being.
7. Rationalization of consumption, accompanied by a relative reduction in
distribution costs: time and labor spent on obtaining educational services.
The capacity of the educational services market and its segments is
constantly changing, as this market is increasingly acquiring the characteristics
of an integrated market through the global information space. In addition, the
market under consideration enters into systematic interaction with other
markets, in which the formation, development and strengthening of human
capital, in general, leads to an increase in the resource base of each market,
which in turn leads to their quality. This increases the stability of the market and
enhances its adaptation to internal and external environmental conditions.
We can list four categories of persons who are most interested in the results
of education: the state (representative of the government), employers, the
university (representative of teachers) and students (and, for students, their
parents). The views of these categories of people on the definition of educational
goals and, accordingly, on its quality do not fully coincide [1, 2].
The third subject of consumers of higher education services is individuals
who want to get an education. Here the situation is more dynamic. Now the
motivation for obtaining higher education has changed somewhat: if earlier
higher education provided a more prestigious and well-paid job, now it has
become a desire for self-realization in the intellectual sphere or a desire to get a
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good salary, as well as entry into the system of work and public administration.
Accordingly, students' requirements for the nature of education are changing.
First of all, they need to be provided with practical skills, experience in modeling
their activities in a team, practical management recommendations, etc.
Students' opinions about the quality of education can be formulated as
follows: "The better the conditions for studying at a university for the
development of the personality, for satisfying individual needs, the more the
university can do to take its rightful place in society, and the higher the quality
will be." Although the demand for educational services is formed not only by the
quality of education, there is a broader concept of the quality of education at a
particular university: this is the quality of the educational institution. A
particular consumer can choose an educational institution based on its
qualitative characteristics (for example, such a characteristic may be the
proximity of the university to the place of residence). The motivation of students
(especially junior high school students) is often more focused on the educational
process itself and is less influenced by the educational material and the
psychological perception of the teacher, the availability of innovative teaching
technologies, the convenience of the lesson schedule, etc. For students, the need
to obtain the knowledge necessary for professional activity is secondary, since
they have a real idea of their future professional activity. are not. Other
consumers of university educational services - employers, are primarily
interested in the professional knowledge of specialists, for whom the
educational process, the nature and methods of providing educational material
are in second place.
Accordingly, higher educational institutions aimed at improving the quality
of education must ensure that the requirements of all target consumer groups
are met, as well as prove that the quality of the educational services provided
meets the requirements of consumers.
Quality is a topic for discussion for all interested parties. Each subject must
formulate its requirements in the most precise form. The university must be able
to combine these various desires and requirements. If possible, the
requirements of all disciplines should be translated into the goals and objectives
of the educational program. If this is done, then we can talk about (quality of
education) at the university. (Fig. 1).
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SCHEME FOR FORMING THE QUALITY OF EDUCATION
Based on this picture, we can say that the government, employers (higher
education and other organizations), teachers and students are the organizers of
the educational process. The fact that higher education institutions
simultaneously offer two goods, on the one hand, educational services to
students, and on the other hand, as a place of delivery of graduates to
organizations, leads to the transformation of requirements into the goals and
objectives of the educational program.
In accordance with the requirements of international standards in the field
of quality systems, services should include characteristics or requirements that
can be monitored and evaluated by the consumer.
Control over compliance with state requirements for the content and
quality of specialist training is provided by external (in relation to the
university) procedures for licensing vocational education programs, certification
and accreditation of universities. Specific, professional requirements are
controlled and met by the industry certification system. The third subject - the
consumer of educational services - the individual's requirements are not
documented and are not conveyed to educational institutions, although his
"satisfaction" largely determines the quality of his professional training.
Conclusion.
International practice shows that for the effective functioning of higher
education, it is necessary to create a Quality System [1]. Unlike State Standards,
which determine the level and content of specialist training, the characteristics
of the educational process, the Quality System characterizes the actual or
desired level of services provided by an educational institution to students. The
quality system also allows for the presence of characteristics that are not always
observed by the consumer. The main thing is that these characteristics are
convenient for assessment by the educational institution itself.
Thus, the purpose of the quality system is to ensure that the declared
quality level is guaranteed for consumers of educational services and reliably
maintained at the university.
Quality requirements
from government,
employers, teachers,
students
Adjectives =
achieving goals
University:
transforming
requirements into
goals and objectives of
the educational
program
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List of used literature:
1. Logachev V. Quality System for Educational Services // Higher Education in
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vneshney otsenke kachestva v vuzakh. - M.: Izd-vo MNEPU, 2000. - 180 p.
3. Gorbashko E. Kachestvo obrazovaniya v sisteme obuchenia upravleniya
kachestvom // Standarty i kachestvo. – 2001. – No. 10. – S. 20-22.
4. Lapidus A.A. Zvezda kachestva // Standarty i kachestvo. - 1996. - No. 7. - S. 47-
53.
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nachinaetsya kachestvo? // Vysshee obrazovanie v Rossii. – 2000. – No. 1. – S.
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