EIJP ISSN: 2751-000X
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THE SIGNIFICANCE OF THE EDUCATION QUALITY MANAGEMENT MODEL IN THE
DEVELOPMENT AND DEMOCRATIZATION PROCESSES OF SOCIETY
Donayev Sultanmurod Kholboyevich
Head of the Kashkadarya Regional Department of “UzAgroInspection”
, Uzbekistan
AB O U T ART I CL E
Key words:
Quality management of education,
quality of education, state-public model, education
management, social pedagogy, child education,
socio-pedagogical research, etc.
Received:
15.12.2024
Accepted
: 20.12.2024
Published
: 30.12.2024
Abstract:
This article analyzes the development of
a public-public model of Educational Quality
Management. Also characterized by profound
socio-economic changes, the development of
market relations and democratization processes in
various areas of the life of society are given to the
development of the educational system, as well as
the most important innovations in this area. In
addition, the stages of the inability to successfully
solve modern problems without identifying
sources are presented, the formation of a new state
educational policy, which is designed for a long-
term perspective on the basis of a social
agreement, realistic and well-founded plans of the
executive branch.
INTRODUCTION
The development of market relations and democratization processes in various spheres of public life
also radically influenced the development of the educational system. The most important innovations
in this area include: the adoption of the law”on education"; the introduction of state educational
standards; the introduction of a multi-stage higher education system; the formation of a non-
governmental education sector; formation of elements of market relations in the educational system;
structuring of the system of higher professional education; transformation of the structure of training
of specialists in the system of professional education - redistribution of volumes in the direction of
“market” specialties; formation of the system of state licensing, certification and accreditation of
educational institutions; development of technologies in the field of Education; emergence of
Analysis of thematic literature. In developed countries, deep traditions have emerged in the fields of
quality philosophy, as well as the methodology and organization of quality management. The
foundations for forming a system of knowledge and educational process quality are presented in the
scientific works of V.V.Krayevsky, I.Y.Lerner, M.I.Makhmutov, M.N.Skatkin, and others. In social
VOLUME04 ISSUE12
DOI:
https://doi.org/10.55640/eijp-04-12-40
Pages:182-187
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practice, the science of quality-Qualitology, and the science of measuring and evaluating quality-
Qualimetry, have been established to address the quality of any object or process.
Research Methodology. The above can be classified as positive trends in education, but there are also
negative ones: significant underfunding of state educational institutions and The Associated spiritual
and physical obsolescence of the material and technical base, technological backwardness; education
has become a socially unattractive branch of the economy, as a result of which the most capable part of
employees of educational institutions has; a significant influx of specialists from other regions is not
observed; branches and representative offices of educational institutions are growing rapidly in the
regions.
ANALYSIS AND RESULTS
The above negative socio-economic processes in education lead to a gradual decrease in its quality. In
recent years, the rapid development of the economy and society, the realities taking place in the
educational complex of our country dictate an adequate *(at an acceptable level) management system
of Education.
The state vertical management system that emerged today has its own weaknesses, among which the
following should be noted:
-
limitation of the possibilities of ensuring timely and adequate response of educational systems to
the “calls” of the external environment;
-
lack of real resources to effectively manage the modern educational complex;
-
most subjects of the management of educational institutions are not focused on achieving
educational results, but on the educational process;
-
the Budget observed in the public sector of education the shortage of financial and material
resources is often put forward as an excuse for the lack of professional skills of the head and
employees of the educational organization.
The social agreement, the approval of various political forces, will be the stage of the formation of a new
state educational policy, designed for a long-term perspective on the basis of real and justified plans of
the executive power.
At the same time, it should be noted that the principle of State-Public Management of Education,
established in the law on education, is carried out mainly officially for various objective and subjective
reasons. The underdevelopment of State-Public Relations, systemlessness and the de facto absence of
real interaction in matters of Educational Management allow state structures to continue to maintain
the closed nature of management, its administrative character, and work mainly to ensure the
functioning of the existing system.
Realizing the priority importance of the development of civil society in our country, it is necessary to
emphasize the special importance of the state-public nature of Educational Management. Obviously, the
formation and development of a social component in education and its management ensures that the
public becomes a real equal social partner of the state. It should be taken into account that in modern
conditions, these principles can be implemented only with the active enterprising and stimulating role
and support of the state-departmental component of management, the subjects of which realize the
inevitability and necessity of activating state-public cooperation and democratization in the field of
Education. The analysis of documents that determine the prospects for the development of the
educational system gives reason to say that these conditions are now formed.
State-Public Relations in the field of education, in our opinion, represent the interaction between groups
of people involved in the creation, distribution and consumption of educational services and the
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organizations represented by them (state and public). This is a form of State-Public Relations in which
the actions of each partner party are carried out. Public-public administration of education is a
particular type of government that provides for participation in the promotion, preparation, discussion,
adoption and implementation of management decisions of the state (office) and public associations that
act together. The results of these actions correspond to the needs of society and do not contradict the
interests of the state. Such mutual action forces the state component of educational management to go
beyond internal corporate interests and to rebuild its activities in such a way that it meets, first of all,
the requirements for the development of the educational system and the development of society.
At various levels of governance, the community component of the education management system may
consist of: the professional community; consumers of educational services and the results of the
learning process; community organizations, parties and movements.
It seems expedient to include representatives of the executive and legislative branches in the “social
component”of Education Management.
The long-term practice of forming new principles of Educational Management in the region has shown
that in order for the social component of the educational management system to be effective, it is
necessary: to create a system for informing the professional community about educational processes
and outcomes; to develop and implement measures to activate the professional community and the
public; development of the necessary legislative and Mei-legal framework for the life and interaction of
the state-Public Administration system at all levels (territorial level of the educational institution).
Analysis of the forming practice of Educational Management has shown that at the regional level of
Educational Management, the following can be considered as a public component: the Coordinating
Council, the jury of the regional educational management div, the Council of rectors of regional higher
educational institutions; the regional board of trustees, associations of representatives of educational
institutions, etc.
Of particular importance are the public structures at the educational institution level: the board of the
educational institution; the board of Trustees; the board for the protection of Student Rights; the board
of quality of education; the board of observers for the final certification of students, etc.
The effective functioning of the state-Public Administration system of Education will be possible only if
a new agreement relationship is formed between state educational bodies and representatives of public
organizations or the local community.
The systematic solution of educational problems in the region is aimed at the balanced development of
the Educational Complex, ensuring comfort, quality and efficiency for all its levels and branches.
The quality of education is understood as the compliance of the results of education with the
requirements of the state, the expectations of society and the individual. Educational effectiveness
refers to the cost-aptitude of educational outcomes.
Analysis of the state of the Regional education system has shown that the condition for the
comprehensive development of the territorial education system consists in solving a number of
problems, the most important of which, in our opinion, are: low control of the regional education system
due to the lack of a clear distribution of functions at different levels of Educational Management;
discrepancy between the results of real (real) education and the results required by the state, society
and the individual at a certain time, in which not only the quality of student knowledge is taken into
account, but also the formation of personal qualities; uniform distribution and diversity of the
development of individual branches of the Regional Educational Complex; low efficiency of
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Modernization of education and the creation of new educational models should be carried out taking
into account the local conditions for the development of regional experience and education. In this
context, it is important to develop the principles and system of interaction between educational
development programs.
To solve this problem, in our opinion, the system can be modified in two ways: to develop
administrative management structures, to introduce a more advanced system of strict contacts, or to
increase the reliability of a non-strict set of contacts by strengthening the social component in the
management system.
The first method can be implemented quite accurately and reliably, but the problem is that increasing
administrative and management resources *(multiplication), as a rule, does not give the desired results,
since in complex structures a system of fixed connections is not able to dynamically respond to
unforeseen situations (sudden changes in the state of system elements under the influence of external
or internal factors), and therefore,
As practice shows, over time, the administrative-management system is more concerned with the
problems of self-development (failures in management lead to the misconception that increasing the
number of management structures increases its reliability). Thus, a more accurate and simpler method
cannot be considered preferable.
The second method of system modification implies the creation of a self-developing system with a
reliable interaction structure capable of responding adequately and timely to changes.
The Coordinating Council is formed by the decision of the head of the subject administration, which
gives it a special status and allows you to make strategic decisions on the development of education on
a territorial scale.
CONCLUSION/RECOMMENDATIONS
The emerging interaction between the school and the local community in managing the quality of
education is, in fact, a model for the future constructive interaction of the state and society. This
situation makes it possible to make the activities of educational institutions open to society, customers
and consumers. But the same situation also imposes new requirements on all subjects of the educational
process
–
teachers, administration, students, parents, representatives of the public and business circles,
since it creates conditions for their responsible choice (programs, educational institutions, difficulty
level of learning, etc.). It is this responsible selection practice that is one of the most important
conditions for the formation of the subjectivity of all participants in educational activities. Thus, a state
of development is created from open education to open society.
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