Увага! Всі конференції починаючи з 2014 року публікуються на новому сайті: conferences.neasmo.org.ua
Наукові конференції


Lyazzat Otarbayeva (Astana, Kazakhstan)

The Message of the President of the Republic of Kazakhstan to the people, "Socio-economic modernization - main direction of development of Kazakhstan" The President N.A. Nazarbayev emphasized the leading role of education in the development strategy of Kazakhstan: "We are especially important emphasis on the further development of education, and the most important for universities - training of future specialists of international level, harmonious and comprehensive development. This places a great responsibility on us and set new goals and directions".

The Concept of Education Development of Kazakhstan till 2015 was noted that the system of higher education in modern conditions necessary to give a new quality, social status, and understanding it as a special sphere.

Today, one of the most topical issues in higher education is Kazakhstan's accession to the Bologna process. In this regard, it is impossible not to focus on the effectiveness of higher education, an essential element of which is the continuous assessment of its quality. The main purpose of the Bologna process - achieving openness of education, improving its competitiveness.

Increased public demand for quality education, radically updated technology training, rapidly changing economic conditions and organizational activities of universities, escalating competition in the education market is constantly changing position of the state in higher education. The growth of self-reliance and freedom of universities has led to an increase in responsibility of universities for their effectiveness. The focus of universities on survival requires a change in the processes of university management. The solution of adaptation, survival and development problems of the new conditions require universities not only monitor the state of the education market and assess its position in this market, also to apply the methods of forecasting market development, to develop alternatives to their future behavior as a function of changes in the external environment. Therefore, for the early integration of the system of higher education in the country in the international educational space in the rapidly changing world, it is necessary to increase the responsibility for the quality of education of each institution of higher education, and, therefore, change approaches to the management of educational organizations. [1, p. 79]

Assess the quality of education - a rather difficult task. Relatively easy to assess the knowledge acquired by students in a particular area, and is extremely difficult to assess the potential of graduates from certain universities, especially their ability to self-education. All attempts to characterize the results of education faced significant challenges in the formulation of the evaluation criteria. Moreover, the education received largely determines the future course of human life. Difficulty of assessing the results imply the need to improve education quality assessment process of educational services.

The problem of creating an integrated science-based system of quality education in high school did not receive theoretical and practical completion and will remain open for study. It is also possible to isolate and educational problem indicators. This problem is the difficulty of defining criteria of quality education, as there is no direct indicators pointing to the effectiveness or ineffectiveness of the process. It is necessary to take into account the data of the students, faculty, and teaching staff.

Improvement of methods for assessing the quality of the processes of educational services from the perspective of the quality management system contributes to the development of organizations aimed at improving quality. In recent years more and more popular, especially in European countries, is the assessment of management. Any activity that has the goal of achieving any result, is the need to assess its effectiveness. According to the criteria of the model of business excellence, which is offered by the European Foundation for Quality Management (EFQM) evaluates activities to improve the quality of the processes of the organization and an effective system of governance. It can be seen that the model uses the same principles of excellence as the ISO 9000 series, but in addition to them requires the organization of awareness of their social responsibility to the society. [2]

EFQM business excellence model is recognized at European level a comprehensive assessment of the methodology of the organization and the movement to improve it. The basis of this methodology is the sum of the following principles:

- Focus on results,

- Focus on the consumer,

- Leadership and constancy of purpose,

- Management of processes and data,

- The development and employee involvement,

- Continuous research on best practices,

- New features and enhancements,

- The development of partnerships

- Social responsibility. [3]

In principle, the quality management system of the university can be built in accordance with the requirements and recommendations of the international standards ISO 9000, the principles of total quality management (TQM) or based on the model of the European Foundation for Quality Management (EFQM), followed by the award of the Prize quality "Excellence in Business". All three of these approaches have as their basis a process-oriented approach does not contradict each other, complement each other and differ only in the fullness and depth of coverage of all the working processes of the organization and the degree of overlap of the quality management system with the overall management system of the university.

The approach to the development and implementation of quality management system consists of several steps, including:

  • Identify the needs and expectations of customers and other stakeholders;

  • development of policies and goals of the organization in terms of quality;

  • establishing processes and responsibilities necessary to achieve the quality objectives;

  • to ascertain whether the necessary resources and providing them to achieve the quality objectives;

  • choice of indicators and the development of methods for measuring the effectiveness and efficiency of each process;

  • use these measurements to determine the effectiveness and efficiency of each process;

  • define the means necessary to prevent nonconformities and eliminating their causes;

  • the development and application of procedures for continuous improvement of all processes and quality management system as a whole.

The organization that receives the above approach creates confidence in the capability of their processes and the quality of their products (performance), and provides a basis for continuous improvement. This can lead to increased satisfaction of customers and other stakeholders and the success of the organization.

The main task today in education is not to create a system of quality management and certification, and the introduction and use of modern management methods to improve the quality of education. Revitalization of the work for the introduction of quality management in education can also be achieved by incorporating elements of self-assessment based on the EFQM model in the list of indicators of state accreditation of institutions of higher education.



1. Каланова Ш.М., Бишимбаев В.К. // Учебное пособие -Практикоориентированная монография, Тотальный менеджмент качества в высшем образовании, Астана 2006, 476 с.

2. Steed C., Maslow D., Mazaletskaya A. EFQM Excellence Model for Deploying Quality Management: British-Russian Journey // Higher Education in Europe. – 2006. – Vol. 31, No. 1.

3. The EFQM Excellence Model // Public and Voluntary Sector Version. – The European Foundation for Quality Management, 2003.