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The role of national standards for quality assurance of training programs in higher educational institutions of the Republic of Tajikistan Samadov Safarboy,

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Presentation on theme: "The role of national standards for quality assurance of training programs in higher educational institutions of the Republic of Tajikistan Samadov Safarboy,"— Presentation transcript:

1 The role of national standards for quality assurance of training programs in higher educational institutions of the Republic of Tajikistan Samadov Safarboy, Chief specialist of the Higher Professional and Postgraduate Education Ministry of Education of the Republic of Tajikistan DOQUP Project ‐ TEMPUS ‐ 1 ‐ 2011 ‐ 1 ‐ IT ‐ TEMPUS ‐ SMGR

2 In order to implement the constitutional rights of citizens to receive qualitative education in the country has been adopted and implemented a number of laws and regulations.  Law of the Republic of Tajikistan "On education" (as amended on May 17, 2004,  № 34, г. № 143, от г., № 222, от г., № 407, от г., № 488, от г., № 529, от г., № 545);

3  Law of the Republic of Tajikistan "On Higher and Postgraduate Professional Education" (from , № 1314)  Law of the Republic of Tajikistan "On primary professional education" (from , № 334).  Law of the Republic of Tajikistan "," On Licensing Certain Types of Activities "(from , № 337);  Regulation "On licensing of certain features of the activities" (Government of the Republic of Tajikistan, , № 172);

4  Model provision of educational institution of higher education (Government of the Republic of Tajikistan on February 21, 1996, № 71);  The order of certification, accreditation and licensing of educational institutions of the Republic of Tajikistan (Decision of the Government of the Republic of Tajikistan, on , № 54).  Regulations on the certification of higher educational institutions of the Republic of Tajikistan (Decision of Ministry of Education of the Republic of Tajikistan № 18/8);  Licensing requirement for the organization of distance education programs of higher educational institutions of the Republic of Tajikistan (Order of the Minister of Education of the Republic of Tajikistan of , № 25);

5  Methodological guidelines for organization of the internal evaluation of educational institutions, which implements programs of vocational, higher and postgraduate education (Order of the Minister of Education of the Republic of Tajikistan on , № 309);  The defining criteria for the status of higher education institution in the Republic of Tajikistan (Decision of Board of the Ministry of Education of the Republic of Tajikistan on year, № 18/6);  Ratios of calculation of general and educational areas of higher educational institutions of the Republic of Tajikistan (Decision of Board of the Ministry of Education of the Republic of Tajikistan on year, № 6/19);  Regulation of the State Supervision Service in Education (Regulation Board, Ministry of Education of the Republic of Tajikistan on year, № 7/10), etc.

6  National Center for Educational Quality Assessment  National Accreditation Centre  Center for Certification, Quality Management and Consulting  Republican Centre for validation and award qualification Organizational Structure

7  Developed on the basis of standards and norms of the institutional accreditation of higher education institutions of the Republic of Tajikistan  Curriculum match to State standards of education  Should match professional scientific standards in accordance with social competence to pass a phased study.  The structure and content of training programs on core and optional courses of the state educational standards should be accessible.

8  The process and procedure for approval of training programs according to state standards along with standard disciplinary programs  The number of training programs provided by institutions of higher education  Scientific validity, formed in accordance with precise goals, the mission of the institution and meeting the requirements of potential users  The structure and content of the curriculum work

9  Exact definition of the logical sequence of study subjects and the reflect of basic requirements in the curricula and programs  The level and quality of implementation and realization of the credit system of education and other innovative forms of learning  Consideration of learning activities of students in specific subject areas (classroom and independent study)

10  The level of independent work of students, their provision of learning materials  Updating the curriculum in accordance with the requirements of the labor market.  The presence of distance learning  An effective and coherent mechanism for internal quality assessment and examination of training programs to ensure control of the curriculum and performance goals, including cooperation and their improving.

11  Request of the institution of higher education addressed to the Ministry of Education  определенных стандартамиThe process of self- assessment from the higher educational institution and the provision of appropriate report, drawn up in agreed rules and certain standards  The process of external evaluation - expert committee representing the Council on Accreditation report and recommendations for HEI  The decision of the Accreditation Council

12 Curriculum of Bachelor degree, the credit system of education in humanities contains the following directions: :  natural-mathematical,  general professional  professional (specialization)

13 №Direction Number of Credits % The volume of classroom hours, according to the educational standards 1. Humanities4017% Natural and mathematical sciences 3213% General professional disciplines 6025% professional disciplines 10845%1728 Extracurricular Activities 104,2%160 Total:240100%3840

14  Within two years of study under the credit system of education there will be at least 120 credits (32-34 in each semester) and 1920 hours of classroom work  The curriculum is planned to have at least 14 disciplines

15  The total duration of 52 weeks of the calendar year, within 2 years weeks  The theoretical part of training for 2 years, 64 weeks;  Examination session, 8 weeks;  Vacation for 2 years, 15 weeks;  Vacations during the school year - from 7 to 10 weeks (including winter vacation - 2 weeks);

16  Pedagogical practice (in the university) in the second semester - 6 weeks  Scientific research practice (production), the fourth semester - 5 weeks  State examinations (final examination) - 2 weeks  Reserve 4 weeks;  Intermediate tests are conducted during the school week

17 №Directions The volume of classroom activities The volume of tests and exams Total number of credits With instructor Self-study Master Total Including Exam Test Classroom Extracurricular I Basic courses I.1 Core courses I.2 Optional II Disciplines of the specialization Core courses Optional III Extracurricular Total:

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