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ЛУЧШАЯ НАУЧНАЯ СТАТЬЯ
2018
. 2018.
THEORETICAL FOUNDATIONS FOR THE DEVELOPMENT OF
INFORMATION AND MANAGEMENT COMPETENCIES OF
MAGISTRATES OF HIGHER EDUCATIONAL INSTITUTIONS
Abdullayeva O.S.
Doctor of philosophy degree (PhD) in pedagogical sciences,
professor of dept. Information Technology in Technical Systems of Namangan
Engineering-сonstruction Institute
Engalichev M.I.
Dept. Audiovisual technologies of Tashkent University of Information
Technologies named by Muhammad Al- Khwarizmi
In a fairly short period of independence, Uzbekistan has achieved
significant economic growth in many areas of activity. However, the condition
for the long-term economic well-being of the country is the development of
human capital, namely its educational and intellectual potential. The field of
information technology has become a vast field of practical activity of people,
characterized by an ever-expanding scope and an ever-increasing demand for
highly professional staffing. This is due to the use of information technologies in
various fields of activity, the implementation of the concept of a global
information infrastructure. The training of highly professional specialists in the
republic, who are able to use and implement advanced information technology
developments in practice, is becoming a strategically important task for society.
Currently, over 20 higher technical educational institutions of Uzbekistan
are engaged in the preparation of masters. Among them, the Tashkent State
Technical University named after Islam Karimov, Tashkent University of
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Information Technologies, Namangan Civil Engineering Institute, Karshi,
Samarkand, Fergana branch of the Tashkent University of Information
Technologies and a number of other higher educational institutions should be
singled out. Today in our republic there are highly qualified specialists, we have
rich experience and potential. However, it is necessary to take into account that
the development of technologies dictates new requirements. If you look at the
list of specialties proposed by the Career Space consortium and a number of
standards in higher educational institutions that are in demand in Western
countries, then we still do not fully provide educational material on the
formation and development of information management competencies [1]. This
means that we need to introduce training in those subjects that can be useful in
the near future. The foundation for these transformations was laid with the
adoption of Decree No. PP-4699 of the President of the Republic of Uzbekistan
dated April 28, 2020 “On measures for the widespread introduction of the digital
economy and e-government”, which determined the main vector for the
development of the ICT sector in the near future. The logical continuation of
these works was the Decree of the leader of the country “On approval of the
Strategy “Digital Uzbekistan - 2030” and measures for its effective
implementation”, adopted on October 5, 2020. The large-scale policy document
includes road maps for the digital transformation of priority economic sectors
and regions. According to the Decree, in 2020-2022, it is planned to introduce
more than 400 information systems, electronic services and other software
products as part of the socio-economic development of the regions, as well as
over 280 information systems and software products to automate management,
production and logistics processes at enterprises in the real sector of the
economy.
So, increasing the competitiveness of national personnel in the labor market
and increasing academic mobility between countries require harmonization of
the formats of educational programs in various countries within the framework
of the Bologna process.
The educational systems of the leading countries of the world differ in the
types of management of educational institutions, the construction of educational
programs, as well as a number of other features, but at the same time they have a
similar structure, consisting of three levels: bachelor, master, doctor of
philosophy. The duration of study at the first stage takes three or four years, at
the second - a year or two, at the third - three years.
In some countries, such as Sweden, Denmark, Finland and Italy, they have
chosen the path of intensive reform of the education system [2]. It is important
for universities in these countries to provide students with a practical,
marketable education that will contribute to personal and social prosperity.
Some universities in the UK and Scotland have introduced “sandwich courses”
to give students the opportunity to gain hands-on experience while studying. The
United States was one of the first among the economically developed countries
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of the world to start changing approaches to the training of future specialists and
the use of new information technologies in various fields of activity. Back in
1991, the US Department of Education adopted the program “America 2000:
Education Strategy” [3]. In this program, the main direction of the education
reform is the introduction of new information and computer technologies in
teaching and education management. The high level of informatization of the
economy, the need for specialists with practical computer skills and modern
telecommunications dictate new requirements for the technical education
system.
Today, the American model of training specialists in the field of
engineering and technology is very authoritative and popular all over the world.
According to this model, after 12 years of high school education, it is necessary
to study for another 4 years in an accredited engineering program and receive an
academic degree.
The status of “Professional specialist” is assigned after a
certain period of successful work in the specialty [4]. This model of training
specialists in technical specialties is being implemented in the following
countries - Washington Accord (WA) and Engineers Mobility Forum (EMF):
USA, Canada, Japan, South Korea, Australia and others.
According to the requirements of the EMF, the degree of “master” in the
field of technical sciences is not fundamentally important for practicing practical
engineering activities, it is considered rather as evidence of a deeper
specialization. To obtain the status of a professional specialist, the accumulated
positive experience of practical work (at least 7 years) is much more important.
In the United States and the United Kingdom, a master’s degree can be
academic or professional, research-oriented or professional development.
In European countries, within the framework of the Bologna process and
within the framework of the European system of certification (registration) of
engineers (Federation Europeenne d’Associations Nationales d’Ingenieurs,
FEANI), it is assumed that after mastering the 3-year first cycle program in the
field of engineering and technology at the university a graduate with an
academic degree “bachelor” will be ready to start practical engineering
activities. The title of “European engineer” can be obtained by a specialist with
an academic degree “bachelor” after four years of positive practical work
experience. Unlike the EMF system, in the European certification system, two
years of practical activity of a specialist with a bachelor’s degree can be
replaced by university studies in a 2-year second cycle program with the award
of an academic master's degree.
The key problem of education is its quality. For its successful solution, the
recommendations of the Council of Europe and international standardization
organizations ACM (www.acm.org) and IEEE (Institute of Electrical and
Electronic Engineers, www.ieee.org) are relevant. An important place in the
recommendations is given to the development of standard educational programs.
374
In Japan, the Ministry of Education has developed and implemented the
program “Education in the era of informatization”. The program recognizes the
importance of informatization and the need to finance and stimulate fundamental
and applied information research, work on the study of the characteristics of
information, its use and effective application, research on the problems of the
developing information society and its impact on humans.
Based on the foregoing, the main goal of education in higher educational
institutions is to train qualified, competitive personnel who are ready for
continuous professional growth, who are specialists in their profession and are
able to perform relevant work in all areas of professional activity. Most fully, in
our opinion, the professional qualities, knowledge and skills of a specialist can
be determined on the basis of a competency-based approach, i.e. based on the
identification of each specific specialist’s competencies and assessment of their
level. Competency-based approach is now increasingly used in solving the
problem of improving the efficiency of specialists in the context of the
formation of the information economy. The possibilities of the competence-
based approach are quite wide. In particular, the competency-based approach to
management is a methodological, system-forming and relatively new direction
in management theory and practice, due to changing market conditions and the
need for organizations in the professionalism and commitment of personnel that
determine the success of activities.
Abroad, it is customary to distinguish three main approaches to defining
and introducing into the practice of education a competence-based interpretation
of the quality of learning outcomes: a behavioral approach (USA), a functional
approach (Great Britain) and a multidimensional and holistic approach (France
and Germany) [5]. Much of the current American literature has mainly focused
on work-related (functional) competencies, which are based on behavioral
competencies. While the behavioral approach to competencies, most strongly
developed by McClelland, is still very popular in the US, the broader concept of
competencies, which emphasizes the importance of job-related functional skills
and knowledge, is making significant progress. So, for example, as an accepted
practice of introducing a competency-based approach to higher education in the
United States for the rapid correction of the content and technologies of
education, there are the following forms of obtaining “feedback” from
employers: constant contact of the university with the labor market in order to
track its requirements and ongoing changes, taking into account the
requirements industry in the development of curricula, the constant updating of
knowledge and skills of specialists due to their obsolescence; evaluation of the
success of training programs in preparing graduates for later life; periodic
studies of the professional careers of graduates, using the results to evaluate and
adjust programs (for example, the Executive Committee of the University of
Oklahoma, USA, can be an example of local practice for all of the above
activities). In addition, one can additionally note such forms of providing
375
“feedback” between an educational institution and employers of future
specialists, such as programs for joint training of specialists by universities and
companies where interaction is carried out at the stage of organizing the
educational process (International Engineering Program of the University of
Rhode Island, USA) [5].
The German approach to the implementation of the competency-based
model is of particular interest, since a country with deep and firmly rooted
educational traditions was able to quickly introduce changes related to
competency-based innovations, which primarily affected the understanding of
the quality and criteria for the effectiveness of education. The German
educational system has shown sufficient flexibility, having rebuilt on a
competency-based approach as the basis of functional higher education, which
minimizes the gap between the requirements for a graduate and the real level of
his knowledge and skills. Most importantly, in the German model, there has
been a qualitative shift towards educational and cognitive competence, which is
focused on creating the ability and readiness of a person to learn all his life.
Today, the German competence model is based on the theory of F. Weinert, it is
built on the relationship between knowledge and competence. The competent
performance of some action presupposes that a person knows what he is doing
and why. Simple skills obtained on the basis of demonstration and subsequent
imitation do not develop the student's readiness to independently cope with more
complex problem situations [6]. At present, 350 professional training profiles
have been identified in Germany, compiled according to a common format
within the framework of a competency-based approach and including
competencies within a single terminological apparatus [9].
The socio-economic changes taking place in the world today are actively
affecting many social institutions, including the education system. The question
of the mission, role, and significance of education in the development of society
needs to be resolved [7]. Russian education is especially in need of
modernization, since it largely relies on the transfer of a certain amount of
knowledge to students, not having time to keep track of all the new needs of the
market and update the knowledge system in accordance with these needs. Filling
the student with a certain amount of information from different areas, traditional
education, which is also commonly called disciplinary, does not teach them to
systematize this knowledge of various disciplines into complex skills necessary
to perform specific tasks. Thus, the assessment of students only by the amount
of knowledge that they can reproduce is not objective, since it does not reflect
the real readiness and ability of future young professionals to work
independently in the professional field. It is necessary to move from disciplinary
education, which has now become dysfunctional, to functional education, which
will systematize knowledge and skills by function. The meaning of the modern
appeal to the problem of the functions of education is to determine the area of
institutional responsibility of education and its various subsystems, as well as to
376
more rationally build the organizational structure of education at all its
functional levels - from institution to government [8]. And if we can say that the
criteria for the functionality of higher education at the present stage are defined
and they include: the transmission and production of new knowledge, the
training of specialists ready for innovation, the integration of social interests and
individual educational needs [9], then There is a problem so that these criteria do
not remain purely theoretical, but turn into practical skills of a university
graduate, there is a problem. The functionality of education is ensured by the
fact that curricula are developed taking into account the requirements that
practice imposes on a person who has received a particular education. Now
these requirements are specified using the concept of “competence” [10].
Accordingly, one of the main tasks of functional education today is to build such
a structure of general educational training that could ensure the formation of
professional competencies of an individual. Thus, the missing link that will
allow you to transform the knowledge gained in practice.
The process of introducing a competency-based approach into higher
education in Russia, which has joined the Bologna movement, has been going
on since the beginning of the 21st century. If in the text of the National Doctrine
of Education in the Russian Federation of 1999 there was no mention of such a
category as competence [11], the concept of the Federal Target Program for the
Development of Education for 2006-2010 already spoke in detail about
competencies, as well as in the revised and supplemented methodological
recommendations “Designing the main educational programs that implement the
federal state educational standards of higher professional education”, published
in 2010, and in the education development program of the Russian Federation
for 2013-2020 they are given central positions. In general, the competence
approach in determining the goals and content of general education is not
completely new and alien to the Russian school. In practice, one often
encounters the fact that for all participants in the educational process,
competencies are another fashionable trend, a new term that is included in
educational materials, but changes little in education itself. While it is necessary
to update the entire system, define new goals and values, search for new
educational methods and use new technologies [10].
Turning to foreign experience allows a more critical approach to the
problems of training personnel in one's own country, gives a better
understanding of ways to improve the content and methods for assessing the
quality of vocational education. In many areas of modernization of higher
professional education in the republic, the experience of developed, primarily
European, countries is tested as a basis today, and the impossibility of their
direct copying is affirmed. At the same time, it is recognized that a comparative
analysis of foreign and national practice creates the prerequisites for the
introduction of the most effective elements in the system of vocational education
in the universities of Uzbekistan.
377
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