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HIGHER EDUCATION SERVICES AND THEIR QUALITY ASSURANCE
Ishankulova Farangis Azamovna
PhD student, Samarkand Institute of Economics and Service
Nasriddinova Dildora Shukrullayevna
Master student, Samarkand Institute of Economics and Service
In the conditions of the intensive development of the world economy, the
importance of higher education as a strategic area of stable economic and social
development of the country and socio-economic development is increasing.
Higher education invests in human resources and has become an important factor
in the economic, social, and cultural development of any country. Therefore, in all
countries of the world, many scientific and research works are being carried out
to determine the perspective of the field of education.
Several studies have been carried out by world scientists in this field, and if
we look at the research works in the direction of the management of the education
sector, and the development of the market of educational services, different
approaches can be observed. In particular, in many research works aimed at
revealing the essence of educational services, some scientists defined the concept
of "Educational services" as an economic category and some as a social concept.
For example, A.P. Pankrukhin defined it as a set of complex services directly
related to the main purpose of education or the implementation of its mission.
M.P. Merzlova defined it as a set of targeted activities aimed at satisfying human
needs in the field of education and educational products in material form that
support this activity.
A.V. Bolotov considers the concept of "Educational services" as a form of
useful work that directly satisfies the need for education of a person, and as a
material educational product aimed at independently satisfying his demand for
education (textbooks, training programs, manuals, etc.).
T. E. Rivchun in his works considers the concept of "Educational services" as
a system of knowledge, information, and skills used to meet the various needs of
the individual, society, and the state.
T.V. Danilova puts forward the opinion that "Educational services" are the
general result of the educational process and auxiliary processes provided by
higher education institutions in the educational market and satisfy the
educational needs of the specific consumer.
S.A. Mokhnachev considers the concept of "Educational services" as a process
of the formation of labor skills of a person, that is, investment in human capital in
the form of gifts.
E.D. Lipkina defines this concept as an economic category that incorporates
complex economic relations in the field of education.
Yu.S. Kulikov views this concept as the work of an individual pedagogue or a
team of pedagogues focused on the socio-psychological change of the learner's
personality.
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V.I. Zvonnikov - defines the concept of "Educational services" as the amount
of educational and scientific information provided to a person according to a
specific program, that is, the sum of general and special knowledge, and practical
skills.
The change of knowledge as a result of the use of educational services
depends not only on the services of higher education institutions, but also on the
existing knowledge of the student, his motivation, diligence, and the level of
previous training. Therefore, according to O.V.Saginova, graduates of higher
educational institutions cannot be considered as her products. The product of
higher education institutions is an educational program that includes a set of
educational products and services, which aims to change the level of education or
professional training of the consumer and is provided with the appropriate
resources of the educational organization.
The final result of the provision of educational services is the acquisition of a
diploma, which represents the mastery of the profession or mastery of the
knowledge and skills provided for in the educational programs.
This result includes the following main components: acquisition of
knowledge, skills, and abilities in a specific specialty; gaining a new social status
in society; development of self-technological and psychological organization
skills; collecting a personal database on the acquired specialty.
A person's social status or finding a place in society is represented by the
ability of a graduate of a higher education institution to become an active person,
to occupy a certain place in the social, political, and economic life of society. The
self-organization of the graduate is formed in the process of studying the cycle of
management and related subjects. This is expressed by the ability to organize
one's own work in the future activity, for example, to be able to perform work
according to the established mode, to collect, analyze and summarize the
necessary information, to be able to use computer programs, to create working
conditions and mode. Psychological self-organization is purposefully created by
teachers in the process of mastering subjects such as philosophy, economics, law,
history, and psychology.
Having analyzed the opinions of scientists about educational services and
their results, taking into account the current development processes, we "Higher
educational services"
we offer the following definition of the concept: it is the
services of higher education institutions related to providing them with special
knowledge and forming practical skills to satisfy the educational needs of the
learner based on investment in human capital.
Higher education is the most important factor of national development both
globally and from an individual point of view, and it is the main source of
investment in people who will contribute to national development in the future.
At the same time, the development of society depends not only on the levels of
higher education but also on its quality. Therefore, in researching the higher
education system, special attention should be paid to its quality. This task is also
set as a priority task in the Concept of the development of the higher education
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system of the Republic of Uzbekistan until 2030, approved by the Decree of the
President of the Republic of Uzbekistan No. PF-5847 dated October 8, 2019.
Ensuring the quality of educational services, including higher education
services, creates some difficulties because they are intangible services.
The quality of educational services is the basis of strategic management of
any higher education institution and is a factor determining its successful and
sustainable growth.
Interest in improving the quality of education, including higher education,
has increased somewhat in the last decade.
Taking into account the importance of determining the quality of educational
services, we have studied the research works of the following scientists in this
field:
The fact that education and training processes can be considered as a service
helps to generalize the specific factors and elements of this sector.
A high level of quality should be the main factor in the development of any
higher education institution, regardless of its direction. Because the concept of
quality is complex and multifaceted, the more educational services of higher
education institutions, the more difficult it can be to determine its quality.
Often, the quality of higher education services depends on the environment,
the tasks of higher education institutions, and the specific standards of a
particular field of education. Research shows that it is impossible to organize the
quality of higher education services in advance (Bazargan, 1999). Because it
directly depends on the capabilities and skills of pedagogical staff and students,
internal resources of the department, and faculty.
Many studies show that teaching is one of the most important factors in both
learning development and learning (Bardes and Falcone, 1998; Artiles, 1994).
Teaching represents a constantly changing and evolving process. A quality
teaching process ensures student success and helps students develop their skills
(Fuller and Brown, 1975; Steffy et al., 2000).
Other studies show that the quality of the professors affects the development
of student's abilities in the field of study. Students who receive high-quality
instruction demonstrate a greater ability to learn.
Thus, the quality of educational services provided by higher education
institutions is a complex concept that does not have a single definition. Because
one part of this concept is related to the quality of students, teaching staff, and
infrastructure elements and the other part is related to the teaching process,
implemented projects, the number of students employed in the labor market, etc.
In general, several factors affect the provision of quality education:
- a high-quality organizational culture of the higher education institution;
- special attention to education:
- the existence of a department dealing with the continuous professional
development of students;
- the unique experience of teachers in the region and its continuous
improvement by higher education institutions, etc.
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Useful features of services are objective features that appear when they are
consumed, meet the needs of consumers and meet regulatory and legal criteria.
Summarizing the opinions of local scientists about the factors affecting the
quality of education, the components of the quality of education from the point of
view of consumers and their level of satisfaction can be presented as follows:
1.
The quality of the object of using educational services (applicant, student,
doctoral student, trainees of preparatory courses, trainees of professional
development courses, etc.)
2.
The quality of the entity providing educational services (school,
secondary-special educational institution, higher educational institution),
including: the quality of educational programs (structure and content); professor
- the quality of teaching staff (qualification, level, academic title, training level);
the quality of education and training methods (methodology and technology of
teaching); the quality of providing services with resources; material and technical
base (educational and laboratory rooms, equipment, consumables ); information-
methodological support (educational literature, manuals, problem sets, models,
etc.); the quality of scientific research work.
3. The quality of the process of providing educational services, including: the
quality of organization and implementation of educational services (content and
form of the educational process, motivational factors); the quality of educational
service provision process control; the quality of the result of the process of
providing educational services (compliance of the level of knowledge of students
and graduates with the state educational standards of specialties).
4. Customer satisfaction level: high level of consumer satisfaction with the
quality of educational services (students, employers, etc.); high level of
satisfaction of teachers and employees of the educational organization with their
work; high level of knowledge of society members.
Thus, the activity of any educational institution is primarily related to the
provision of educational services. Taking into account the above definitions given
to the concept of "educational services", the concept of "quality of educational
services" is a set of characteristics and properties of the educational process that
meet the expected and unexpected educational needs of specific consumers of the
educational process, such as factors affecting the quality of educational services
and the public interest.
In the last ten years, several things have been done in our country to regulate
the quality of educational services. According to the decision of the Cabinet of
Ministers of the Republic of Uzbekistan No. 515 of July 25, 2017 "On the
organization of the activities of the State Inspectorate for Quality Control of
Education under the Cabinet of Ministers of the Republic of Uzbekistan", the
activity of the State Inspectorate for Quality Control of Education under the
Cabinet of Ministers of the Republic of Uzbekistan was established in our country.
Department of Quality Control of Education was established in all higher
education institutions of the republic. The main tasks of this department are to
study and analyze the compliance of the knowledge of students of a higher
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educational institution with the state educational standards, to monitor the
quality of personnel training, and to organize an internal evaluation of the higher
educational institution, and to report the results of the internal evaluation,
information about the factors affecting the quality of education to the rector of the
higher educational institution and It was determined that it is to be submitted to
the State Inspectorate.
Having studied the European experience of ensuring the quality of higher
education, we witnessed that Finland is a leading country in this regard. In
Finland, this task is performed by the Finnish Higher Education Quality
Assessment Council, an independent organization working in cooperation with
the Ministry of Higher Education and higher education institutions. This council
works closely with institutes and organizations responsible for the quality of
education. Among these organizations, the European Association for Quality
Assurance of Higher Education takes the main place.
The main task of the Finnish Higher Education Quality Assessment Board is
to improve audit methods aimed at ensuring transparency in the assessment and
monitoring of the quality of the educational process.
The activities of the Education Quality Control Department within the higher
educational institutions of our country are different from the activities of
organizations that perform this task abroad. Abroad, this organization is more
engaged in quality assurance by using the functions of management, i.e., planning
the quality of education, organizing the educational process according to quality,
establishing incentives for the activities of learners and educators, and controlling
the quality of education. In our country, unfortunately, the activity of the
Education Quality Control Departments in higher education institutions is
practically only the last function - control. Taking into account that control and
punishment do not have a positive effect on the quality of education, in addition
to the activities of these departments, in cooperation with the departments, we
study the market, review and change the plans of the departments for the
specialties in demand, train students according to this curriculum, control
whether the graduated students meet the requirements, Similarly, in other areas,
it would be appropriate if all functions of management were used.
Literatures:
1. A.P. Pankrukhin Marketing obrazovateln y x uslug, Omega-L, 2007.
2. A.V. Bolotov Sistema otsenki kachestva rossiyskogo obrazovaniya / V.A. Bolotov , N.F.
Efremova // Pedagogical. - 2006. - #1. - S. 22-31.
–
Bibliogr .: p. 31.
3. T.E. Rivchun Model of management and system of professional education: (zarubezhn yy
opyt ) / T.E. Rivchun // Vestnik Tomskogo gosudarstvennogo universiteta. - 2009. - #328. - S. 135-
139.
4. S.A. Mokhnachev Upravlenie konkurentospobnostyu vuza na r ynke obrazovatelnyx
uslug// www . lib . tsu . ru / mminfo /000063105/307/ i m age /307-116-120. pdf (Economics. -
2007. - No. 12. - P. 116-120.)
5. Yu.S.Kulikov Sistema otsenki kachestva uchebnogo protsesa / Yu.Kulikov , I.Svistunov //
Vyssh
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6. V.I. Zvonnikov Provedenie monitoringa kachestva obrazovaniya: Metodicheskie
rekomendatsii / V.I. Zvonnikov , N.F. Efremova , N.N. Naydenova , M.B. Chelysheva . - M.:
Issledovatelsky tsentr problem kachestva podgotovki spetsialistov, 2008. - 64 p.
7. E.V.Tkachenko Upravlenie kachestvom professionalnogo obrazovaniya v usloviyakh
sotsialnogo partnership/ E.V.Tkachenko // Kachestva professionalnogo obrazovaniya: opyt,
problemy, perspektivy: materialy mejregion . Nauch.- Prak . _ Conf . Ch. II / GOU Kripro . -
Kemerovo, 2004. - S. 8-13.
OLIY TA’LIM
XIZMATLARI QURILISH INDUSTRIYASINI BARQAROR
IQTISODIY RIVOJLANTIRISH OMILI SIFATIDA
Aliev Paraxat Keunimjaevich
Qoraqalpoq davlat universitet, stajor-
o‘qi
tuvchi
Iqtisodiyotni innovatsion rivojlantirish jarayonida yangi ilmsig‘imli va
yuqori texnologiyali sanoat tarmoqlari yaratishning zarur shartlaridan biri -
inson salohiyatini rivojlantirish va ta’lim sifatini oshirishdir .
Qurilish materiallari sanoatidagi mavjud vaziyat va kelajakda yuzaga kelishi
mumkin bo‘lgan o‘zgarishlar tendensiyasi tahlili shuni ko‘rsatadiki, sohada
ma’lum yutuqlarga erishilgan, ammo samaradorlikni oshirish uchun katta
imkoniyatlar hali amalga oshirilmagan.
O‘zbekiston minerallarga boy e
r osti boyliklari mavjudligi bilan ajralib
turadi, unda o‘nlab turli xil foydali qazilmalar
aniqlangan. Rangli metallar va
yoqilg‘i
-
energetika resurslarining boy zaxiralari mavjud. O‘zbekistonda marmar,
granit, ohak soda va noruda materiallarning boy konla
ri mavjud bo‘lib, ular
qurilish materiallari sanoatining xom ashyo salohiyatini shakllantiradi va milliy
iqtisodiyotni samarali rivojlantirish uchun asos bo‘ladi.
Mavjud prognozlar yuqori xususiyatlarga ega bo‘lgan yirik foydali qazilma
konlarining mavjudl
igini ko‘rsatadi [
7].
Qurilish materiallari sanoati investitsion qurilish majmuasida asosiy
o‘rinni
egallaydi. Qurilish va qurilish materiallari sanoati o‘rtasida zamonaviy
innovatsion rivojlanish sharoitida ikki tomonlama yo‘nalishga ega bo‘lgan
innovatsion xarakterdagi aloqalar mustahkamlanadi va bu o‘rganilayotgan
sohaning raqobatbardoshlik da
rajasiga ta’sir qiladi.
Lekin, ayrim tadqiqotchilar [6] tomonidan olib borilgan tadqiqot
ma’lumotlari shuni ko‘rsatadiki, sohada quyidagi ayrim kamchilikla
r
mavjud:
1.
Korxonalarning ishlab chiqarish quvvatlaridan past darajada foydalanishi;
2.
Korxonalarning irratsional dislokatsiyasi;
3.
Ishlab chiqarish texnologik darajasinin pastligi;
4.
Xom ashyo potensialidan
to‘liq foydalanmaslik
va tor mahsulot
assortimenti;
5.
Ishlab chiqarish xarajatlarining yuqori darajasi (ayniqsa energiya
xarajatlari);
