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volume 4, issue 7, 2025
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PRINCIPLES OF MANAGING THE QUALITY OF HIGHER EDUCATION
Abduqunduzova Nazokat Usmonqulovna
Press Secretary of the Ministry of Higher Education, Science and Innovation
of the Republic of Uzbekistan
Abstract:
This article discusses the principles of organizing education quality management
correctly, providing insights and considerations regarding the proper structuring of the education
system. It highlights scholarly opinions and describes the application procedures for ensuring a
quality-focused education system.
Keywords:
Education system, education quality, education management, principles, law.
Introduction
The issue of managing the quality of higher education is a global concern, relevant not only to
Uzbekistan but to higher education systems worldwide. In recent years, modern market relations,
innovative development, and advanced technologies have significantly impacted the education
system. As a result, higher education institutions (HEIs) are required to train highly qualified
personnel and improve quality. The growing demand for competent professionals in the labor
market calls for the implementation of education quality management mechanisms based on
information technologies within HEIs.
Universities are striving to enhance education quality by effectively using their resources,
monitoring educational processes, and ensuring a unified system of licensing, certification, and
state accreditation based on quality standards. They are also reforming their governance
structures to respond promptly to changes in internal and external environments and to meet the
needs of staff and students.
To foster a generation with deep knowledge and technological skills capable of applying these in
practice, Uzbekistan's higher education system must progress to a new stage.
The increasing involvement of the private sector, foreign institutions, and their branches in the
higher education landscape is a positive development. On one hand, this has expanded access; on
the other hand, it has created healthy competition between state and non-state educational
institutions, which typically results in improved quality. Crucially, this process requires correct
management of education quality — understanding its theoretical significance and applying it in
practice.
Literature Review
The quality of education is an integral attribute of the education system, reflecting the alignment
of educational resources, processes, and outcomes with normative, social, and individual
requirements.
Education management theory is deeply rooted in human civilization. From ancient times, it has
been evident that states, militaries, and societies could not develop without effective
management systems, which fundamentally relied on organized education.
For example, during Julius Caesar’s era, Rome implemented special educational systems for
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training military and political personnel. Alexander the Great made education a key pillar of
imperial policy, having studied under the philosopher Aristotle himself, demonstrating the
strategic importance of knowledge.
In Eastern civilization, this trend was even more prominent. During Amir Temur’s rule,
managing education was not only about religious or scientific institutions but was also
considered a vital mechanism for preparing capable state administrators. His "Temur's Code"
emphasizes knowledge, upbringing, and human resources policy, proving that educational
management has always been a complex and purposeful process.
However, as a formal academic discipline, management emerged in the early 20th century.
Frederick Taylor (USA), Henri Fayol (France), and Walter Rathenau (Germany) were pioneers
of scientific labor organization. In 1881, American Joseph Wharton proposed a "Quality in
Management" course for engineers — the first of its kind. Later, Henry Towne emphasized the
need to develop management based on scientific principles.
Many scholars interpret management differently. In our view:
"Management is the process of uniting a team under a common goal to achieve quality and high
results."
Analysis and Results
The analysis of the above ideas suggests that achieving high effectiveness in management is
closely tied to applying the right and purpose-driven principles of management. In higher
education institutions, reaching desired quality in education requires focusing on these principles.
A principle is a guiding idea, rule, or directive that serves as a foundation for action in a
particular field. In management theory, principles are not limited to legal norms or administrative
orders; they provide the ethical and methodological basis for decisions and actions.
Henri Fayol’s teachings on management principles remain relevant today. He described
management as a set of interrelated activities aimed at foreseeing, organizing, coordinating,
supervising, and enforcing discipline. These concepts are entirely applicable to educational
administration.
So why do we need principles if laws already exist? Laws offer legal frameworks, while
principles guide conceptual and philosophical direction in decision-making and organizational
processes. Laws are mandatory for compliance, whereas principles ensure long-term, sustainable
management.
In he’s, principles of education quality management are systems and methods that ensure
continuous improvement in the content, structure, evaluation, and enhancement of educational
processes. This systemic approach enables management of all factors influencing quality.
Key Principles of Management
Planning Principle
Unity of Command and Collegiality Principle
Scientific Approach Principle
Individual Initiative Principle
Continuous Improvement of Structures and Forms Principle
Risk-Taking Principle
Accountability Principle
Staffing and Placement Principle
These principles each contribute to organizing quality management effectively. The insights of
great thinkers also reinforce these views.
For instance, Avicenna (Ibn Sina) categorized society into:
Rulers (managers)
Workers (laborers)
Werriors (military)
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Philosophical and Legal Foundations
A law, as a philosophical category, expresses stable, recurring relationships between phenomena.
These patterns emerge within specific time and space and are grounded in causal relationships.
Understanding laws allows for sound decision-making and problem-solving in practice.
In economic management, knowing and applying laws effectively is critical. Management is not
merely an administrative act but a process rooted in philosophical and theoretical foundations.
Philosophically, laws are explained through ontological categories like matter, movement, space,
time, quantity, quality, cause-effect, form, and content. In economics, laws manifest through
concepts like ownership, production, demand, supply, distribution, exchange, value, price, profit,
goods, money, and equilibrium.
Hence, effective management — especially in educational reform — requires understanding and
consciously applying both general and specific laws. Misapplication or neglect of economic laws
in management can lead to unintended consequences and hinder societal development.
Knowing a law does not automatically guarantee effective use. Without a strong connection
between theory and practice, knowledge becomes ineffective. Therefore, all decisions must be
based not only on awareness of laws but also on understanding, timing, and contextual
application.
Using laws consciously and effectively in educational institutions is crucial for efficiency and
ensures strategic, accurate, and systematic governance.
Conclusion and Recommendations
Based on the analysis, the following conclusions are drawn:
Education quality management begins with defining objectives and designing a strategy. It is a
complex system that includes structuring the process, motivating participants, continuously
monitoring progress, identifying deviations, evaluating outcomes, and managing accordingly.
Quality management is not about random or slightly improved results; it is a purpose-driven
process aimed at maximizing each learner's potential, based on planned governance rather than
chance.
The essence of education quality management covers all management functions — planning,
organizing, coordinating, motivating, monitoring, evaluating, analyzing, and correcting —
forming a structured and effective governance system to achieve defined goals.
Recommendations:
He’s should develop and regularly update internal regulations on education quality management.
Automating monitoring and analysis of educational outcomes through digital platforms is
recommended to reduce human error.
Evaluation criteria must be regularly reviewed, considering both internal and external factors
affecting education quality.
Used literature:
1.
Methodological doubt: a method for belief education. Journal of Islamic Education. Year
2024
2.
The Investigation of a Secular State's Approach to Religious Education: a Case Study of
Islamic Education in Ghana. Journal of Islamic Education. Year 2024
3.
Methodological doubt: a method for belief education. Journal of Islamic Education. Year
2024
4.
Job Satisfaction of Private Special Education Teachers About Teaching Profession:
Perception of Special Education Teachers. Tahira Zafurullah. Asma Kanwal. Year 2022
5.
Implementing the curriculum based on individual differences in the course of "Religion
and Life" in the Iranian education system; Challenges and solutions. Faiza Jalil. Year 2024
