AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
programs and pedagogical internships, as well as joint and
double-degree, including international, educational
programs;
To unify the content of basic disciplines of General
Education Disciplines (GED) and basic disciplines (DB)
for all specialties in the direction of "Education", taking
into account the updating of the content of secondary
education, the development of inclusive education,
trilingual education, small-scale schools, per capita
funding, etc.;
To increase the share of psychological and pedagogical
training in the educational programs of the applied
pedagogical bachelor degree program.
The structure of continuing pedagogical education presented
above is the result of the work of the working group on the
modernization of pedagogical education of the Republic of
Kazakhstan and the research project of the staff of the
Nazarbayev University Graduate School of Education under the
supervision of Professor University of Sussex (United Kingdom)
Collin McLaffin.
In general, the proposed structure is designed to improve the
quality of teacher education in accordance with international
standards. First of all, it is connected with the Concept of
Continuing Education for Sustainable Development and the
principles of the Bologna process. Moreover, the proposed
structure of pedagogical education does not contradict the
legislation of the Republic of Kazakhstan.
Literature:
1. Nazarbayev N. The Third Modernization of Kazakhstan:
Global Competitiveness. Astana; 2017.
2. Ministry of Education and Science of the Republic of
Kazakhstan, The model curriculum in the subject "Mathematics"
for grades 5-6 of the level of basic secondary education in the
updated content. Order of 25, 2017 No. 545. Astana; 2017.
3. Ministry of Education and Science of the Republic of
Kazakhstan, The model curriculum for the “Algebra” school
subject for grades 7–9 for the level of basic secondary education
with updated content. Order of October 25, 2017 No. 545.
Astana; 2017.
4. Ministry of Education and Science of the Republic of
Kazakhstan, The model curriculum in the Russian language for
grades 5-9 on the updated content. Order of October 25, 2017
No. 545. Astana; 2017.
5. Ministry of Education and Science of the Republic of
Kazakhstan, The model Russian language curriculum for grades
5-9. Order of April 3, 2013 No. 115. Astana; 2017.
6. Nazarbayev N. [Internet]. The State Program for the
Development of Education of the Republic of Kazakhstan for
2016-2019; 2016. Available from: http://adilet.zan.kz/rus/
docs/U1600000205
7. Chugunov DY, Vasilyev KV, Frumin ID. Introduction of
applied baccalaureate programs in the Russian education system:
why and how? Educational Issues. 2010; 4:247-267.
8. Ministry of Education and Science of Russia, Letter of
03.06.2013 N05-650 “On the implementation of educational
programs of applied baccalaureate in 2013/2014 academic year.
Moscow; 2013.
9. Shamin AE, Frolova OA, Shumilova ON. Nizhny Novgorod
State Engineering and Economic Institute: a qualitative approach
to economic education. Higher Education Today. 2014; 6:15-19.
10. Your Choice: Intellectual Elite. Narva: Narva College of the
University of Tartu; 2014.
11. Baydenko GI. The Bologna Process: The Middle of the Way.
Moscow: Research Center for Problems of the Quality of
Specialist Training. Russian New University; 2005.
12. Baydenko VI, editor. The Bologna process: Learning
outcomes and competence-based approach. Astana; 2010.
13. Baydenko VI, editor. The Bologna Process: European and
national qualification frameworks. Astana; 2010.
14. Selezneva NA. Reflections on the quality of education: an
international aspect. Higher Education Today. 2004; 4:35-44.
15. Wagenaar R. Accumulation of credits, competences and
determination of learning outcomes. The EUA and Swiss
Confederation conferences. 2002; Zurich.
16. Zimnyaya IA. Key competencies as an effective target basis
of a competence-based approach in education. Moscow:
Research Center for Problems of the Quality of Specialist
Training; 2004.
17. Khutorskoy AV. Key competencies as a component of the
student-centered education paradigm. In Pupil in a renewing
school. Collection of scientific papers, edited by YI. Dick, AV
Farmhouse. Moscow: IOSO RAO; 2002; pp. 135-157.
18. Kovtun EN. A model for building basic educational
programs in humanitarian areas of training based on the
Tuning-ECTS methodology for implementing the principles of
the Bologna process in Russia. Directions of preparation of the
VPO "History" and "Culturology". Chelyabinsk, 2008.
19. Pak YN, Narbekova BM. Competence-based approach to the
new generation of SES and the quality of education. Proceedings
of the University KSTU. 2011; 2:5-11.
20. Babenko NL. Competence approach as the basis for the
modernization of educational standards of higher education.
Materials of the Pedagogical Institute of the Southern Federal
University. Moscow; 2007.
21. Parliament of Kazakhstan, Hearings on continuous training
in the Republic of Kazakhstan. Astana; 2014.
Primary Paper Section: A
Secondary Paper Section: AM
- 213 -