CURRENT APPROACHES AND NEW RESEARCH IN
MODERN SCIENCES
International scientific-online conference
95
WAYS TO IMPROVE MECHANISMS FOR IMPLEMENTING THE
PRINCIPLES OF INSTITUTIONAL INDEPENDENCE IN HIGHER
EDUCATION INSTITUTIONS ON THE BASIS OF INTERNATIONAL
STANDARDS
Soliyev Ibodulloxon Ismatullayevich
Doctoral student at Namangan State University
https://doi.org/10.5281/zenodo.14512113
Abstract:
In this article, the theoretical and methodological foundations of
improving the mechanisms of introducing the principles of institutional
independence, the ways of improving the mechanisms of introducing the
principles of institutional independence based on international standards, the
tasks of improving the mechanisms of introducing the principles of institutional
independence are studied. Also, current issues of improving the mechanisms of
introducing the principles of institutional independence are analyzed.
Key words:
institutional independence, principle, mechanism,
improvement, theoretical-methodological basis, international standards,
management, managerial competencies, academic, educational determinants,
marketing, management, integration, forecasting, globalization, functional,
digitized system.
INTRODUCTION.
At present, the autonomy gained by universities is primarily reflected in the
ability to independently develop curricula and programs, define the content and
methods of teaching, and create new elective courses. Universities have
achieved independence in their financial and economic activities. Today,
universities have the authority to choose their organizational structure, form
student contingents, and select ways to raise funds through various educational,
scientific, and other activities. The implementation of an autonomous approach
to higher education requires an understanding of the ideas of independence in
education in the context of the educational environment of universities.
Addressing this issue involves taking into account several factors that affect the
effectiveness of the processes being studied.
LITERATURE REVIEW AND METHODS.
The methodological aspects of implementing the principles of institutional
independence have been studied and analyzed in the scientific works of scholars
from our country, such as U.SH. Begimkulov, B.SH. Usmanov, M.F. Hakimova,
M.A. Yuldashev, Z.K. Ismailova, Q.X. Abdurakhmanov, G.N. Akhunova, B.A.
Begalov, A.SH. Bekmurodov, S.S. Gulyamov, Sh.N. Zaynutdinov, M.A. Ikramov,
CURRENT APPROACHES AND NEW RESEARCH IN
MODERN SCIENCES
International scientific-online conference
96
N.K. Yo‘ldoshev, I.U. Majidov, D.X. Nabiyev, R.I. Nurimbetov, B.X. Rakhimov, D.N.
Rakhimova, R.A. Rakhmanbayeva, M.X. Saidov, A.N. Samadov, T.SH. Shodiyev,
Sh.D. Ergashkhodzhayeva, A.T. Yusupov, Sh. Qurbonov, and others, as well as
scholars from the CIS countries, including N.V. Demidov, S.V. Sulima, S.A.
Druzhilov, K.I. Morozova, S.D. Reznik, S.M. Vasin, O.A. Sazikina, O. Bichkova, L.
Verbitskaya, V. Kasevich, M.V. Niyazova, V.YE. Varavenko, Johan G. Vissema, F.
Altbach, P.Y. Grishina, R.N. Abramov, E.V. Galajinskiy, A.O. Grudzinskiy, R. Dim, V.
Konnov, M. Repina, and others.
RESULTS AND DISCUSSION.
The large scale and new quality of educational and professional tasks
require new competencies from both students and teachers. From this
perspective, one of the significant results of modern higher education is the
acquisition of other competencies, accelerated development, and improvement
of the quality of service, which, in turn, should play a leading role in professional
and personal self-development through metasubject (or universal)
competencies. In general, implementing an autonomous approach requires a
restructuring of the thinking of all participants in the educational environment
of the university (administrative staff, faculty members, students, service staff),
and they must be prepared to accept increased responsibility.
When discussing the risks that arise in this context, it is important to
understand deeply that the autonomy in education should not be perceived
merely as "freedom" from management but as a balance between freedom and
responsibility, with a focus on creativity and constant personal and professional
self-development. Without a profound understanding of the ideals of individual
independence in education, the intrinsic characteristics of an autonomous
individual, such as independence, confidence, and initiative, may end up
overshadowing virtues like respect and ethics that are characteristic of a well-
educated person. Examples of negative manifestations of auto-innovation under
the condition of freedom include resistance to change, loss of control over one’s
activities, and similar issues.
Favorable socio-cultural factors create the basis for the development of
institutional independence, while academic factors, in turn, create the necessary
conditions for its manifestation and development in the university's educational
environment. Ultimately, personal factors determine the level of autonomy that
participants in the educational process "internalize." Finally, autonomous
subjects can positively influence the social and cultural environment of
CURRENT APPROACHES AND NEW RESEARCH IN
MODERN SCIENCES
International scientific-online conference
97
educational innovations and establish the most crucial conditions for their
implementation.
From a practical point of view, in the educational environment, there are
social-cultural, academic, and personal factors that can have both positive and
negative effects on the provision of institutional independence to universities, as
well as on the formation and development of independence.
It is undeniable that the political, economic, and social well-being of any
country is closely linked to the development level of its education system.
Education is a social institution that develops and efficiently gathers human
capital, shapes a person’s socially significant ideals and worldview positions, and
determines the future of both society and the individual. It is now seen not only
as a mechanism for transferring and mastering theoretical and methodological
knowledge, skills, and competencies but also as a process aimed at shaping a
socially and professionally active person with high skills, mobility, adaptability,
independence, and expertise.
Institutional independence allows teachers to present the subject according
to their own preferences, choose the topic and methodology for research, and
grants certain rights to teachers (professors, researchers) and students, allowing
them to acquire knowledge based on their inclinations and needs.
The institutional independence of students helps in the formation of
personal qualities and abilities during the professional preparation process,
ensuring that the educational system's task of preparing competitive individuals,
who meet the demands of the labor market, is fulfilled.
When students are provided minimal opportunities to participate in
shaping their educational content, the process of organizing elective courses,
which would allow them to exercise this right, becomes even more diminished.
One of the flaws of the system is that when selecting courses for development
within departments, students' academic interests are not considered. However,
students often face the reality of having to choose one of 2-3 already developed
academic subjects. As a core component of the curriculum, elective courses
should be structured annually based on students' educational needs, with
students being the "clients" of those courses. If this mechanism does not work
effectively, it leads to a decrease in the efficiency of tasks handled by elective
courses:
Giving students the right to participate in shaping their educational
content, in accordance with legal regulations;
CURRENT APPROACHES AND NEW RESEARCH IN
MODERN SCIENCES
International scientific-online conference
98
Providing students with independence and the opportunity to satisfy their
creative inquiries, while also managing the quality of specialist training through
substantiated and methodologically appropriate recommendations.
All of this creates a situation where elective courses are evaluated as less
important and secondary in the teaching process for both teachers and students.
In strategic planning of the education service market, the analysis of the
competitive environment can be grouped based on M. Porter's competitive
strategy concept:
First group consists of producers of similar products, which reflects the
internal competition within higher education institutions specializing in a
specific field of education.
Second group consists of suppliers of raw materials, materials, and semi-
finished products. In the education service market, this group includes teaching
materials, the institution’s technical equipment, and teaching staff.
Third group includes the product buyers, who are students themselves.
Fourth group consists of entities capable of producing similar products.
Fifth group includes substitutes for product producers. In the education
service market, an example of this would be a higher education institution that
prepares students in a different field but also offers an economics program,
which can attract potential students interested in the economics field.
According to the approach of Philip Kotler, higher education marketing
involves developing, analyzing, planning, implementing, and controlling well-
defined programs to facilitate the exchange of values in targeted education
service markets.
In the education service market, the seller helps display and shape the
market supply. The seller should possess specialized knowledge and be able to
present it to consumers based on their needs.
CONCLUSION.
In the educational process, freedom of choice remains one of the most
important factors that help increase students' engagement in the professional
preparation process. It allows students to make choices, set goals, and
implement them through analysis, reflection, and self-assessment, thereby
fostering subjectivity, organicity, integrity, and responsibility. Institutional
independence is particularly relevant in the preparation of pedagogical staff
capable of effectively fulfilling their professional duties in the context of the
changing socio-pedagogical environment in our country.
CURRENT APPROACHES AND NEW RESEARCH IN
MODERN SCIENCES
International scientific-online conference
99
References:
1.
Ortega y Gasset, H. (2005). The Mission of the University. Minsk: BDU, p.
37.
2.
Valentine, J. W., & Prater, M. (2011). Instructional, transformational, and
managerial leadership and student achievement: High school principals make a
difference. NASSP Bulletin, 0192636511404062.
3.
Khedekar, S. (2007). Educational Management, TSCER. III.1 Function of
Education Management. p. 1.
4.
Avrus, A.I. (1998). History of Russian Universities. Saratov, pp. 31-37.
5.
Bologna Process in Documents. http://rumi.ru
6.
Vasilenko, K. (2006, May 15). Education under control: Legislators or
universities within the vertical of power. Vremya Novostei, No. 81, p. 136.
