The article is devoted to the problem of improving the quality of education as one of the priority tasks of our time. Proposals and controversy are surrounding this problem a lot. Especially it concerns average, not elite Universities that are most sensitive to current reforms. Approaches to learning do not meet the requirements of the time and need to be replaced. The country cannot develop successfully if it is to prepare unskilled professionals. On this basis the article considers various approaches to improving the quality of education at the University. Such questions are included as the bachelors, the control of knowledge of students, load of teachers, qualifi cation of teachers, cooperation with enterprises. Improving the quality of education is largely naturally depends on the decisions of the Ministry of education. That’s why the article is more focused on managers of education. It is impossible for the conduct of the failed reforms all the blame be assigned to the rectors. It is unfair and incorrect. It is also evident that University presidents are executors of the directives and orders of the Ministry. It means that the presented in this article material is mostly targeted for offi cials of the Ministry and their consultants. But the opinion and evaluation of higher-education teaching personnel is also of great interest.
quality education, training of bachelors and masters, rate and load of teachers.
ВВЕДЕНИЕ
Проблема повышения качества образования всегда актуальна не только в нашей стране. Предложений и споров вокруг решения этой проблемы много. Особенно это касается средних, не элитных вузов, которые наиболее чувствительны к проводимым реформам. Подходы в обучении не отвечают требованиям времени и нуждаются в замене. Сегодня особенно актуальными являются такие формы обучения, которые характеризуются сотрудничеством с промышленными предприятиями в процессе обучения. Должны быть разработаны новые теории обучения, такие как конструктивизм, обучение без временных и пространственных границ [1]. Для повышения качества образования необходимо интенсивно использовать новые образовательные информационные технологии, возможности промышленных предприятий. Этим обусловливается необходимость пересмотра современной теории и практики подготовки выпускников вузов [2, 3]. Ведь студент должен прийти на производство и приступить к исполнению своих функциональных обязанностей с минимальным периодом адаптации.
Представляют интерес следующие направления повышения качества образования:
- подготовка бакалавров;
- контроль знаний студентов;
- нагрузка преподавателей;
- квалификация преподавателей;
- взаимодействие с предприятиями.
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