ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
59
QUALITY INDICATORS AND INDICATORS IN THE EDUCATION
SYSTEM
Boboqulova Dilnoza
Navoi State University, 3rd-year student at School Management.
https://doi.org/10.5281/zenodo.14644468
Abstract
. In this article, the methods of quality management and control in
the education system are discussed. It covers indicators related to student
performance, the material and technical base of education, the qualifications of
teachers, and the use of resources. The article also explores the role of
information technologies in improving educational quality and their impact on
quality indicators.
Key words:
Quality indicators, Indicator, Education, Resources, Educator /
Teacher, Qualification / Competence.
Introduction.
The education system plays a crucial role in the economic
and social development of every country. Modern education quality is measured
not only by the level of knowledge of students and learners but also by the
organization of the educational process, resource availability, and the
effectiveness of the management system. Therefore, it is necessary to use
various indicators to assess the quality of education. This article provides
detailed information about the quality indicators of education and the indicators
used to identify them.
Key Concepts of Education Quality.
Education quality refers to the
degree to which the educational process achieves its set goals. An effective
education quality assessment system takes the following factors into account:
The level of students' knowledge and the development of their
abilities.
The effectiveness of educational institutions' activities.
The quality of materials and resources used in the educational
process.
The qualifications and pedagogical skills of teachers.
The main area of practical application of monitoring is management, or
more specifically, the information service of quality management in education.
Monitoring the achievement of benchmark indicators requires integrating the
evaluation process of the relevant criteria and indicators for the quality of
educational services. At the same time, while these subjects remain significantly
independent, they interact with each other, and thus the set of quality indicators
for these subjects should have common elements. Based on this logic and the
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structure of requirements for education quality, the following evaluation criteria
can be included:
Personal effectiveness criteria
related to various aspects of
students' educational and personal development;
Criteria for shaping an
integrated educational space
(social-psychological indicators of the state of
the educational environment as a sphere of self-awareness of the individual);
Criteria for the progress of innovative processes
in educational institutions
(achieving the goals set in national and state development programs);
Criteria
for creating a comprehensive system of socialization and character
development
(the quantity and quality of activities of social and personal
significance);
Criteria for the development of the information system
(effectiveness of implementing computer technologies in various types of
educational
activities);
Criteria
for
management
effectiveness
(implementation of decisions, procedural actions, quality of the information
system, etc.);
Criteria for the effectiveness of psychological-pedagogical
support
in the educational process;
Criteria for cultural development.
Quality Indicators and Indicators.
Indicators Based on Student
Outcomes.
Knowledge Level
: Test and exam results, achievements in
international assessment systems (PISA, TIMSS, PIRLS).
Creative Abilities
:
Assessment of students' creative and critical thinking skills.
Competitiveness
:
Indicators of graduates' success in gaining admission to higher education
institutions and finding a place in the labor market.
Indicators for Assessing the Quality of the Educational Process.
Attendance: The level of participation of students and teachers in the
educational process. Teaching Methodology: The use of modern technologies
and interactive methods by teachers. Relevance of Educational Programs: The
alignment of textbooks and curricula with national and international standards.
Indicators for Resources and Infrastructure.
Material-Technical Base:
The availability of computer labs, laboratories, and libraries in educational
institutions. Quality of Educational Materials: The up-to-date nature and
usability of textbooks, manuals, and other materials. Technological
Development: The availability and usage levels of distance learning platforms.
Indicators for Assessing Teacher Qualifications.
Professional
Development: The extent to which teachers continually update their knowledge
and skills. Pedagogical Innovations: The application of new methods and
technologies by teachers in practice. Quality of Work with Students: The ability
of teachers to apply an individual approach to students.
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The indicators for assessing education quality are selected based on the
following characteristics:
(a) Measurability: The indicator can be qualitatively measured in
consistent units.
(b) Validity: The indicator reflects what it is supposed to measure.
(c) Clarity: The indicator has a clear, commonly accepted definition.
(d) Stability: The indicator can reflect data over time.
(e) Usability: The data required for calculation is available from
simple data sources.
Quality Management and Control System.
To manage the quality of
education, it is essential to implement monitoring and assessment systems
based on specific indicators. For effective organization of this process:
1.
Regularly update education standards.
2.
Establish independent evaluation systems.
3.
Take into account the feedback of all parties involved in the
educational process.
The indicators for developing the information system include the following:
1.
The use of computers in educational activities.
2.
Students' use of computers both in and outside of the
classroom.
3.
The level of development of the local network and the
availability of the educational institution's Intranet and Internet.
4.
Data confirming the dynamics of the development of the
material base for the information system (availability of computers and
software), among others.
Conclusion.
In conclusion, the management and monitoring of education
quality are fundamental to ensuring that educational systems meet both
national and international standards. The integration of specific indicators and
systematic evaluation processes, such as updating educational standards,
establishing independent assessment systems, and incorporating feedback from
all stakeholders, is crucial for continuous improvement. Additionally, the
development of an effective information system—supported by modern
technologies and resources—plays a pivotal role in enhancing the educational
experience and outcomes.
As we move forward, the importance of utilizing clear, valid, and
measurable indicators for quality assessment becomes even more evident.
These indicators not only help track the progress of educational institutions but
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also guide policymakers and educators in making informed decisions.
Ultimately, a well-managed education system that embraces innovation,
accountability, and inclusivity will contribute to the personal development of
students and the overall advancement of society.
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