My institute My dear sophisticated readers

my institute
My dear sophisticated readers.
In this book, I have written models of the current educational system. And the difference between the educational systems of the West and post-Soviet countries
In the present understanding, a university is a higher educational institution that implements educational programs of higher and postgraduate professional education in a wide range of areas of training. At the very least , he must conduct educational activities in 7 areas. The university carries out training, retraining and advanced training of highly qualified workers, scientific and scientific-pedagogical workers. Most modern universities are educational, scientific and practical complexes.
It should be noted that the status of "university" is assigned only upon passing state accreditation.
Each university has its own organization. The university may include: institutes , departments, which in turn are divided into faculties, and faculties into departments. The universities are led by a board of trustees, a rector, vice-rectors, deans of various faculties, and heads of departments. Some institutions of higher education are headed by a president or chancellor.
Most universities are a whole campus with several buildings, dormitories, sports complexes, libraries. Many classical universities have their own botanical gardens, astronomical observatories, business incubators , concert halls, university clinics and recreation centers.
Let's remember history. The appearance of the first university dates back to the 11th century - this is the Bologna School of Law (Italy). At the end of the 12th-13th centuries. The world-famous Paris (1215), Cambridge (1209), Oxford and Lisbon universities were founded. There are a number of royal universities: Prague (Charles University, 1348) and Krakow (1364).
included four faculties: artistic, law, medical and theological. Seven liberal arts were taught at the artistic faculty: grammar, rhetoric, dialectics (trivium) and arithmetic, geometry, astronomy, music (quadrivium). A student who mastered the trivium course received a bachelor's degree , and after completing the quadrivium course - a master's degree . Students and teachers lived in dormitories, the so-called collegiums (colleges). The educational process consisted of lectures and debates, which were held in the international Latin language.
An ideal university should be one of the centers of world and domestic science. He should not only teach students, but also conduct scientific research, and some of them should be carried out by students. This will make it possible to educate new generations of world-class scientists. The university should provide fundamental knowledge, education should be versatile. Faculties should be in close contact with each other, hold general lectures and seminars. Then the integration of sciences will be achieved. But at the same time, it is impossible to unite everything into 3-4 faculties, there should be many of them, because. the university should graduate specialists in very different areas - from social and humanitarian to physical and mathematical. There should be a lot of faculties also because recently science has been developing at a rather rapid pace, new sciences are emerging (for example, it is quite possible that there are faculties of genetics, astronomy at the university ...). The university should be led by a special council, which should include representatives of professors, students, and prominent scientists. Such a council can make the management of the university more democratic. The university should have its own internal examinations for applicants to avoid fraud and corruption in the exam.

Chapter 1. Models of the Ideal University

Of course, everyone would like the university to be a luxurious building, have a beautiful view from the windows, there are many flowers inside, a green park outside for students and teachers to relax between classes and after classes. All offices are clean, well-repaired, beautifully equipped, with high-quality and comfortable furniture. To move around the ideal university, elevators were built. As for classes, we will leave the duration the same - 1.5 hours. They will start at least at 10 o'clock in the morning, so that all students get enough sleep and come to study with renewed vigor. No couples on Saturdays, and Friday is a short day. Various forms of conducting classes are possible: lectures, seminars, round tables on various exciting and topical issues, debates, master classes. In good weather - outdoor training and more excursions to the cities of Kazakhstan. Or maybe even go abroad?

What should be a student of such a university? Also perfect! He should not get sick so as not to miss lectures. Should know everything. He must not drink, smoke or use foul language. The ideal student should be polite. I have to save my stipend, or better not spend it at all. He has 4 arms, 4 legs, a tail and wings to keep up with everything and everywhere. The ideal student should by no means be human (human beings are so imperfect!). And finally , the ideal student should be able to sleep with their eyes open while reading, taking notes from lectures, and responding to the teacher. But, there simply cannot be ideal students, otherwise the rest would be thrown out of the educational institution. Therefore, the requirements for students remain the same.
What about teachers? The teaching staff are super-professionals, smart and attentive people who love their profession. This means that they willingly arrange electives, find an individual approach to all students, objectively evaluate knowledge. The rating system can also be left with a five-point rating.
Of course, in an ideal university there are very high and stable salaries and scholarships. There are many budget places provided, and "commercial" students, who can be counted on the fingers, have a fixed tuition fee.
In addition, the "ideal university" has a cheap canteen with a rich menu, quality products and low prices. Libraries contain all the necessary literature for study, not only in print, but also in electronic form. Computer classrooms are equipped with the latest technology, and free access to the World Wide Web is possible. There are rest rooms with upholstered furniture, a peaceful atmosphere and relaxing music.
Naturally, such a university with highly qualified teachers has a high status and rating. Therefore, at the end of their studies, graduates will literally be torn to pieces with offers of prestigious work, and everyone will be able to find their favorite thing to do.
There is nothing ideal in the world, but I can call a university where knowledge is presented qualitatively, where mutual understanding reigns, and students are valued for their moral qualities, I can call ideal.
These are the requirements of the adult world, and the opinions of two generations are not always similar, which creates certain barriers to creating an ideal educational institution.
What models are available today
Governments around the world are thinking about university models. And for such a large country as ours , this is a natural opinion.
What models are relevant and promising?
Model of a world class university. We are talking about a large, successful and cutting-edge university. It doesn't matter how attractive it is to applicants. It is important that the state can be proud of it and with its help it builds the so-called " knowledge economy" faster. Such a university may have a predecessor university or universities, as in Russia, Kazakhstan or India, but it can also be created from scratch, like several "universities of science and technology" in Pakistan. There may be fundamentally few world-class universities planned , as in our country, but there may be as many as 100 universities of this level, as is supposed to be done in China.
It's not just a university. This is an ambitious project.
But there is something that this megaproject does not take into account. Perhaps, here it will be difficult for a student to listen to himself, to his unique educational needs, although he will be offered very good educational and career opportunities.
Elite model. A university operating on this model is academically interesting for intellectual applicants. Here is a feast of thought.
But whether a university belongs to such a model, in which there is a strong circle of intellectuals, but the bulk of students play truant and cheat, is another question.
Even if the university is really elitist, pay attention to the potentially "weak link" in its structure - practice. Where do you go with your intellectual power? What will you invent, what will you invent to implement it?
Bulk model. This is a model for the mass consumer of higher education. It can be paid or free - but the university does not offer anything more than categories understandable to such a consumer - prestigious specialties, demand for graduates in the local labor market and in the local economy of the country. This university is a realist. This is a university that plays according to the laws of the market. By the way, there may be a good social infrastructure there - because it is so convenient for clients, that is, students.
However, at a recent congress of rectors, Moscow State University rector Viktor Sadovnichy, speaking about university models, warned against looking at education as a service, and the rector as a manager.
two-level model. The " bachelor's + master's" system is a university model where it is used and considered natural, where it enters the student's worldview, and where the student can foresee interesting educational outcomes in connection with a bachelor's or master's degree . If it is new, then for now it is a set of formalities that you just have to adapt to.
Here it is obvious that a bachelor who chooses a master's program of a new profile for himself needs to especially closely monitor the logic of his education so that an important academic subject or a number of subjects simply does not fall out of his field of vision. And for an applicant who chooses only a bachelor's degree so far , it would be nice to ask what is the percentage of master's and graduate students from the total number of students at the university. In well-known foreign universities, this is a large percentage. Stanford University - 64%, Massachusetts Institute of Technology - 60%, Harvard - 59%, Peking University - 53%, London School of Economics - 51%. In Kazakh universities, these figures are several times lower, so for certain conclusions, it is necessary to compare data for several domestic universities.
Model of network interaction. This refers to the unification of universities into a system, when a university, which was previously a completely independent unit, begins to be perceived as one of its cells. And the networks of such cells are very different, and the cells themselves too.
If this is the University of the Shanghai Cooperation Organization, the network connects the universities of Kyrgyzstan, China, Tajikistan and Uzbekistan with 16 Russian universities - ITMO, LETI and others. And the interaction between its cells will be carried out through the head universities of the SCO in each of these countries.
If this is a university from the Top network Industrial managers for Europe , then this is one of more than fifty European technical universities, students of each of which can receive education in two or more institutes of the corresponding profile and become holders of double diplomas. However, the network also includes universities from Asia and America.
Erasmus participating institution Mundus , then he can accept a student from a similar foreign university in his master's program.
In the future, a significant increase in the share of such training schemes is predicted. From the point of view of their obvious advantages, they unobtrusively make it possible to compare the differences in the structure of any two partner universities - and get an idea that not all higher education institutions are the same in their structure. In terms of potential downsides, these training schemes expose their participants to the risk of continuing to go to someone else's monastery with their own charter. Indeed, after graduation, in the realities of a career, this system no longer works - or it works in a truncated version as a community of graduates scattered around the world.
The good thing, however, is that the network model of education involves obtaining a new cultural experience - and it is truly humanitarian , no matter what specialty the student masters. However, it is possible to represent this model in another way, as in the program "University Cluster". In 2008, Hewlett Packard , together with the Institute for System Programming of the Russian Academy of Sciences and the Interdepartmental Supercomputing Center of the Russian Academy of Sciences, launched this program in order to increase the level of use of parallel and distributed computing in the activities of Russian universities.
Virtual model of the university. More and more real, well-known universities are opening study programs in a large-scale virtual project Second Life (www.secondlife.com) - in multiplayer online game, which is a three-dimensional virtual world. Oxford, and the University of Leeds, and the University of Edinburgh , and Harvard, and Princeton , and the Massachusetts Institute of Technology, and the Stockholm School of Economics, and the Catholic University of Rio de Janeiro settled there. There are also universities less known to us - for example, universities in Peru, Korea.
The reasons why universities are so unusually settling in the online space are very different: to prevent the applicant from getting lost among the buildings, or to test curricula inside virtual reality, or to be able to learn foreign languages. This is an experimental model. To count on a serious educational result here, one must be very well acquainted with the classical structure of the university and respect its traditional structure.
Model with strong inlet filter. Today it is a counterbalance to the Bologna trend. In Russia, these are universities that have the right to take their own entrance exams. Also, this model exists, for example, in France, a country famous for relatively free admission to public universities. After all, it is as easy not to get into French higher schools as the Sorbonne.
On the whole, the domestic admission campaign of 2009, despite the ubiquity of the Unified State Examination, in some respects even corresponded to this model: there was a big competition for duplicates.
However, if we focus on the Soviet twentieth century, then we are not talking about some special model, but about the most ordinary university. This is a university that has scored strong students based on the results of exams , strong with its students, and thereby urging them to pay attention and further rely on their own intellectual potential.
Academy. Another traditional pattern. From the recent news about the academies: they were not admitted to the competition of research universities, because they are not formally universities. But among them there are objectively strong universities!
Chapter 2

A teacher is someone who teaches something (usually in a specialized secondary or higher educational institution).

Teacher - in general, an inaccurate synonym for the word teacher; when concretizing, the term teacher is usually used in schools, the term lecturer - in colleges and universities.
A teacher in universities is a position that occupies an intermediate position between an assistant and a senior teacher. The teachers are entrusted with conducting seminars and laboratory classes and assisting the lecturer in taking tests or exams from students. As a rule , teachers without a scientific degree with work experience are appointed to this position.
The experience of leading foreign and domestic universities shows that their success largely depends on the choice of development strategies, in which innovation, consumer orientation, and the introduction of quality management systems play a key role, where the assessment of the quality of teachers' activities is becoming increasingly important.
Insufficient scientific and methodological support for the process of creating such systems, lack of experience in their implementation often lead to a formal assessment of the work of teachers, fragmentary use of methods and means for diagnosing their potential and creative activity, making inappropriate managerial decisions, thoughtlessly copying known samples, etc. All this allows state that in the modern theory and practice of assessing education personnel, there are contradictions between :
• the public-state need to develop a methodology for assessing the activities of the teaching staff of universities, real social prerequisites in the form of the best examples of world and domestic practice of such an assessment, on the one hand, and the unpreparedness of universities to form effectively functioning systems for assessing the quality of teachers' activities, on the other ;
• the need to use systemic, process and qualimetric approaches in studying the complex phenomenon of assessing pedagogical work, on the one hand, and the insufficient development of theoretical and methodological foundations for constructing difficult-to-formalizable assessment systems, on the other;
• requirements for increasing the openness of educational systems, transparency of procedures for attestation, selection and distribution of educational personnel and the resistance of the teaching staff to attempts to introduce systems for assessing their competence.
The world has changed. Today, the perfection of technological solutions no longer provides a long-term competitive advantage. It is ensured by the level of qualification of the personnel and their readiness and ability for professional and personal improvement. In modern conditions, the development model of any organization, and even more so educational, is based on a philosophy based on the leading role of a person, his competence, on the understanding that the main and inexhaustible resource is human resources, the involvement of employees in innovative processes. This means that the leading sign of an effective organization, strategic management, quality management is caring for people, developing their competence, professional and personal improvement, caring for the preservation and strengthening of personnel. That is why the most important element of quality management in education is becoming the management of the development of university personnel, and the assessment of human resources is an important part of the assessment of the entire university.
No idea and no innovative project will give a result adequate to the set goals, if the teacher himself does not change his attitude to the assessment of his professional activity. The problem of teacher certification is not new in principle: in the early 90s. each teacher was evaluated by students, and the results were taken into account in re-election. The procedure is psychologically very painful and highly controversial in its results. However, there were also implicit results at that time, which forced us to look at our work “through the eyes of students”. After all, it was then that they began to discuss the question of what it is necessary to train a teacher of higher education. New times - new solutions to old problems... If an innovative education system develops, if we are interested in the productivity and results of the university development program, then this will inevitably require a rethinking of personnel policy. Solving innovative tasks to improve the educational process, we must clearly understand why and what kind of personnel we need: to ensure the quality of the educational process, to optimize the educational process, to introduce new educational technologies, for new methodological and information support of educational programs, to organize research base of the faculty, etc.
If we are guided in evaluating the activities of a department or teacher only by indicators reflected in the volume of teaching load, which, by the way, is still calculated according to the standards of 1964, then there will be no “breakthrough” in the implementation of new tasks facing each structural unit of the university. will. We need attestation of teachers not in order to reduce staff, but in order to form a new personnel potential. At the same time, it is not very correct to apply the rating indicators used to assess the activities of a university to assess the activities of a teacher.

Chapter 3

At present, the educational process requires constant improvement, as priorities and social values are changing: scientific and technological progress is increasingly recognized as a means of achieving a level of production that best meets the ever-increasing needs of a person, the development of the spiritual wealth of the individual. Therefore, the current situation in the training of specialists requires a radical change in the strategy and tactics of teaching at the university. The main characteristics of a graduate of any educational institution are his competence and mobility. In this regard, the emphasis in the study of academic disciplines is transferred to the process of cognition itself, the effectiveness of which depends entirely on the cognitive activity of the student himself. The success of achieving this goal depends not only on what is acquired (the content of training), but also on how it is acquired: individually or collectively, in authoritarian or humanistic conditions, relying on attention, perception, memory, or on the entire personal potential of a person, using reproductive or active learning methods.

The most successful methods in the assimilation of knowledge by students are active teaching methods. The essence of active teaching methods aimed at the formation of skills and abilities is to ensure that students perform those tasks in the process of solving which they independently master skills and abilities.
The manifestation and development of active teaching methods is due to the fact that the training was given the task of not only acquiring knowledge by students and forming professional skills and abilities, but also developing the creative and communicative abilities of the individual, forming a personal approach to the emerging problem.
Thus, the direct involvement of students in active educational and cognitive activity in the course of the educational process is associated with the use of techniques and methods that have received the generalized name "active teaching methods".
The teacher in his professional activity uses the classification and group of methods that most fully help the implementation of those didactic tasks that he sets for the lesson. And active teaching methods are one of the most effective means of involving students in educational and cognitive activities.
There are imitation and non-imitation forms of organizing training using active learning methods. Consider the characteristics of non-imitation methods: lectures, seminars, discussions, collective mental activity.
I. Lectures
1. Lectures of non-traditional form of conducting
The problematic lecture begins with questions, with the formulation of a problem that needs to be solved in the course of presenting the material. Problem questions differ from non-problem questions in that the problem hidden in them requires a different solution, that is, there is no ready-made solution scheme in past experience . It takes thinking to answer it, when there is a rule to know to answer a non-problematic question.
Problem lectures provide creative assimilation by future specialists of the principles and laws of the studied science, activate the educational and cognitive activity of students, their independent classroom and extracurricular work, the assimilation of knowledge and their application in practice.
2. Visualization lecture
This type of lecture is the result of a new use of the principle of visibility, the content of this principle changes under the influence of the data of psychological and pedagogical science, forms and methods of active learning.
The visualization lecture teaches students to convert oral and written information into a visual form, which forms their professional thinking by systematizing and highlighting the most significant, essential elements of the learning content.
3. Lecture together
In this lecture, educational material of problematic content is given to students in a live dialogue between two teachers. Here, real professional situations are modeled for discussing theoretical issues from different positions by two specialists, for example, a theorist and a practitioner, a supporter or opponent of a particular point of view, etc.
Lecture together makes students actively involved in the thought process. When presenting two sources of information, the task of students is to compare different points of view and make a choice whether to join one or another of them or develop their own .
4. Lecture with pre-planned mistakes
This form of lecture was developed to develop students' skills to quickly analyze professional situations, to act as experts, opponents, reviewers, to isolate incorrect or inaccurate information.
Preparing a teacher for a lecture is to include in its content a certain number of errors of a meaningful, methodological or behavioral nature. The teacher brings a list of such mistakes to the lecture and introduces them to students only at the end of the lecture. The most common mistakes made by both students and teachers during the lecture are selected. The teacher conducts the presentation of the lecture in such a way that the errors are carefully hidden and are not easily noticed by the students. This requires special work of the teacher on the content of the lecture, a high level of knowledge of the material and lecturer's skills.
The task of the students is to note in the course of the lecture the mistakes noticed in the abstract and name them at the end of the lecture. 10-15 minutes are allotted for analysis of errors. During this analysis, the correct answers to questions are given - by the teacher, students or jointly. The number of planned mistakes depends on the specifics of the educational material, the didactic and educational goals of the lecture, and the level of students' preparedness.
5. Lecture-press conference
The form of the lecture is close to the form of press conferences, with the following changes.
The teacher names the topic of the lecture and asks the students to ask him questions in writing on this topic. Each student must, within 2–3 minutes, formulate the questions that interest him most, write on a piece of paper and hand it over to the teacher. Then the teacher sorts the questions according to their semantic content within 3-5 minutes and starts to give a lecture. The presentation of the material is not built as an answer to each question asked, but in the form of a coherent disclosure of the topic, during which the corresponding answers are formulated. At the end of the lecture, the teacher conducts a final assessment of the questions as a reflection of the knowledge and interests of the listeners.
6. Lecture-conversation
Lecture-conversation, or "dialogue with the audience", is the most common and relatively simple form of active involvement of students in the learning process. This lecture involves direct contact between the teacher and the audience. The advantage of a lecture-conversation is that it allows you to draw students' attention to the most important issues of the topic, determine the content and pace of presentation of educational material, taking into account the characteristics of students.
7. Lecture-discussion
In contrast to the lecture-conversation, here the teacher, when presenting the lecture material, not only uses the students' answers to their questions, but also organizes a free exchange of opinions in the intervals between logical sections.
Discussion is the interaction of a teacher and students, a free exchange of opinions, ideas and views on the issue under study.
This enlivens the learning process, activates the cognitive activity of the audience and, which is very important, allows the teacher to manage the collective opinion of the group, use it to convince, overcome the negative attitudes and erroneous opinions of some students. The effect is achieved only with the right selection of questions for discussion and skillful, purposeful management of it.
The choice of questions to activate the listeners and topics for discussion is carried out by the teacher himself, depending on the specific didactic tasks that the teacher sets for himself for this audience.
8. Lecture with case studies
This lecture is similar in form to a lecture-discussion, however, the teacher does not put questions for discussion, but a specific situation. Usually such a situation is presented orally or in a very short video recording, filmstrip. Therefore, its presentation should be very brief, but contain sufficient information for the assessment of a characteristic phenomenon and discussion.
II. round table method
This group of methods includes: various types of seminars and discussions. This method is based on the principle of collective discussion of problems studied in the education system. The main goal of such classes is to provide students with the opportunity for the practical use of theoretical knowledge in conditions that simulate the form of activity of scientists.
1. Training seminars
Interdisciplinary Seminar. A topic is brought to the lesson, which must be considered in various aspects: political, economic, scientific and technical, legal, moral and psychological. Specialists of relevant professions and teachers of these disciplines can also be invited to it. Tasks are distributed between students to prepare reports on the topic. The method of an interdisciplinary seminar allows students to broaden their horizons, accustom them to a comprehensive assessment of problems, to see interdisciplinary connections.
Problem Seminar. Before studying a section of the course, the teacher suggests discussing problems related to the content of this section, topics. The day before, students are given the task to select, formulate and explain problems. During the seminar, in the conditions of a group discussion, a discussion of problems is held. The method of the problematic seminar allows you to identify the level of knowledge of students in this area and form a strong interest in the studied section of the course.
Thematic seminar. This type of seminar is prepared and conducted with the aim of focusing the attention of students on some topical topic or on its most important and significant aspects. Before the start of the seminar, students are given the task to highlight the essential aspects of the topic, or the teacher can do it himself in the event that students find it difficult, to trace their connection with the practice of social or labor activity. The thematic seminar deepens the knowledge of students, orients them to an active search for ways and means of solving the problem.
Orientation Seminar. The subject of these seminars are new aspects of known topics or ways of solving already posed and studied problems, officially published materials, decrees, directives, etc. For example, the law on education of the Republic of Kazakhstan, students are invited to express their thoughts, their opinion, their point of view on this topic, possible options for the implementation of this law. The method of orientation seminars helps to prepare students for the active and productive study of new material, aspect or problem.
System Seminar. Conducted for a deeper acquaintance with various problems to which the topic under study is directly or indirectly related. For example: "The system of management and education of labor and social activity."
The method of systemic seminars pushes the boundaries of students' knowledge, does not allow them to become isolated in a narrow circle of a topic or a training course, helps to discover the cause-and-effect relationships of phenomena, and arouses interest in studying various aspects of socio-economic life.
2. Study discussions
They can be carried out:
- based on lecture materials;
- based on the results of practical training;
- on the problems proposed by the students themselves or the teacher, if the students find it difficult;
- according to events and facts from the practice of the studied field of activity;
- according to publications in the press.
The method of educational discussion improves and consolidates knowledge, increases the amount of new information, develops the ability to argue, prove one's opinion, point of view and listen to the opinions of others.
3. Study meetings at the "round table"
When using this method, you can invite various specialists involved in the study of the problem under consideration or working on a topic studied by students. These can be scientists, economists, artists, representatives of public organizations, government agencies, etc.
Before such a meeting, the teacher invites students to put forward a problem of interest to them on this topic and formulate questions for their discussion. If students find it difficult, the teacher can suggest a number of problems and, together with the students, choose a more interesting one for them. Selected questions are transferred to the invited expert of the round table to prepare for the presentation and answers. At the same time, several specialists involved in the study of this problem can be invited to the "round table". In order for the round table meeting to be active and interested, it is necessary to encourage listeners to exchange views and maintain an atmosphere of free discussion.
When applying all these forms of classes, students get a real practice of formulating their point of view, comprehending the system of argumentation, that is, turning information into knowledge, and knowledge into beliefs and views.
The collective form of interaction and communication teaches students to formulate thoughts in a professional language, to speak orally, to listen, hear and understand others, to argue correctly and reasonably. Joint work requires not only individual responsibility and independence, but also self-organization of the work of the team, exactingness, mutual responsibility and discipline. At such seminars, the subject and social qualities of a professional are formed, the goals of training and educating the personality of a future specialist are achieved.
The features of collective mental activity are that there is a rigid dependence of the activity of a particular student on a fellow student; it helps to solve the psychological problems of the team; there is a “transfer” of action from one participant to another; self-management skills develop.
There are various forms of organization and conduct of this type of training, such as a press conference, intellectual football, "a field of miracles", "lotto", "sea battle", "chamomile", etc.
The main task of a higher educational institution at the present stage is to train specialists who are able to respond non-standard, flexibly and in a timely manner to changes that are taking place in the world. Therefore, to prepare students for professional activities in the future, innovative teaching methods are used at the university.
These methods include problem-based learning, which involves the formation of skills for solving problematic problems that do not have a clear answer, independent work on the material and the development of skills to apply the acquired knowledge in practice.
Also, innovative teaching methods provide for interactive learning. It is aimed at active and deep assimilation of the studied material, development of the ability to solve complex problems. Interactive activities include simulation and role-playing games, discussions, simulation situations.
One of the modern methods is learning through cooperation. It is used for work in small groups. This method aims to effectively master the educational material, develop the ability to perceive different points of view, the ability to cooperate and resolve conflicts in the process of joint work.
The innovative teaching methods used at the present stage at the university also provide for a method whose priority is moral values. It contributes to the formation of individual moral attitudes based on professional ethics, the development of critical thinking, the ability to represent and defend one's own opinion.
Innovative methods have made it possible to change the role of the teacher, who is not only a carrier of knowledge, but also a mentor who initiates the creative search of students.

Chapter 4. Qualities and evaluation of teaching

Quality is a set of properties, features of products, goods, services, works, labor, which determine their ability to satisfy the needs and demands of people, to meet their purpose and requirements. (Economic Dictionary) Quality as a concept has two aspects: o the first is compliance with standards or standards, o the second is compliance with consumer needs. Important in understanding quality are the possibility of objective measurements and the comparability of the results of quality assessment (with the standard and with other objects of assessment) (Objectivist approach). This approach is due when it comes to product quality. In our case, this is the quality of the student, that is, a set of learning outcomes in the discipline, the so-called 2 consumer properties, each of which is either amenable to physical measurement or is established by comparison.

When determining quality, the degree of achievement of the goals set is important. Since the quality must be assessed in relation to the many different goals facing the participants in the educational process, there can be no absolute criteria (Relativistic approach). There is a third approach to the concept of "quality", which is not reflected in the "classical" definitions - the approach in terms of the concept of development. The concept of development is based on the idea of improvement, not a statement of the fact of the presence or absence of quality, but a focus on improving quality. ( Barnett ) This teaching quality assessment system combines existing approaches to the concept of quality and highlights its most important characteristics for defining the concept of “teaching quality”: - relationship with the quality of the functioning of the entire educational system; - multifactorial definition; - dependence on different points of view, aspects of consideration; - focus on development and improvement. The quality of teaching is a constantly increasing level of educational activity of a teacher, characterized by high results in the preparation of students, capable of meeting the needs of all participants in the educational process.
The main principles for evaluating the quality of teaching are systematic, regularity, focus on improvement. Regular assessment of the quality of teaching can become an incentive for internal development and contribute to: - rallying management and structural units to solve the main task - improving the quality of education; - the growth of mutual trust and openness, subject to public discussion of the results of the assessment; - setting new goals and objectives that are understandable and accepted by everyone. The functioning of the system can become a process of self-organization and self-regulation and include all known forms of evaluation, but on a qualitatively different organizational basis. The effectiveness of evaluating the quality of teaching depends on the following factors: 4 - team motivation; - competence of subjects of evaluation; - organic connection of the assessment procedure with the organization of work in general.
The main object, the quality of which we consider, is the teaching process. However, it is impossible to talk about the quality and improvement of the teaching process as a whole - it is necessary to single out its individual elements, the quality of which is most essential for teaching as a system. Based on the position that the system of assessing the quality of teaching should be aimed at improvement, as objects of assessment, it is necessary to consider, first of all, those elements of the teaching process, the transformation of which can be really influenced . The most common system analysis scheme is the analysis of initial conditions (“input”), processes within the system and the results of its functioning (“output”). The educational system in general and teaching in particular are open systems. This means that some of the “input” elements depend on conditions external to the teaching system. Therefore, when assessing the quality of teaching, it is necessary to assess the conditions created by the branch to ensure quality: the “starting” level of students and the resources provided by the branch. In turn, one of the elements of the “process” to be assessed will be not only the level of academic achievement of the student, but also his personal development, as well as the efficiency of using the resources provided for teaching.

Chapter 5. University infrastructure

Currently, there is an increased attention to the development of infrastructure to maintain the current level of research and development and their implementation. Since the budgetary financing of the scientific and educational sphere was somewhat reduced for a long time, the physical condition of the objects of education and science was deteriorating. In this regard, a simple cosmetic or major repair is not enough. There is a need to improve the existing infrastructure of universities and scientific institutions. In foreign countries, there is experience in the construction of facilities that combine all the necessary infrastructure in a single volume. Today, the development trend of the symbiosis of education, science and production in Kazakhstan can be traced in several constructed and under construction facilities. The construction of such facilities is a serious step towards strengthening the scientific and educational potential of universities in Kazakhstan. One should have a clear idea of the dependence of the architectural space of foreign universities on their structure.

Foreign university students have access to a wide range of services: museums, library, laundry, bicycle storage, patios, cafes and retail stores, and more. The developed infrastructure of universities is aimed at creating a comfortable environment for living and quality education of students. The infrastructure changes, expands and saturates over time, which allows maintaining the quality level of education. As needed, new complexes are being created, new necessary facilities are being built, for example, on the territory of the University of Chicago in the spring of 2011, the construction of a library with an area of 61,719 square meters was completed. feet, which is an addition to the existing library. The new library building is equipped with modern technologies for the storage and use of materials. Libraries are linked through a transition. Modern foreign universities are working not only to train highly qualified personnel, but also pay due attention to the education of an intellectually developed, creative and self-sufficient specialist. Such development is carried out by special departments created at universities. Counseling centers conduct individual work with each student. Based on testing and examination, the student is given recommendations to identify hidden potential and improve physical health. Support groups work, seminars and presentations on various topics are held. Student organizations allow you to develop leadership skills, meet new people.

Conclusions

Throughout his life, a person strives for perfection - in love, in work, in relationships with others. And study is no exception: every student would like to study at the most prestigious university. The ideal from the point of view of the university is its most perfect device. That is, when everything works as it should.

What is the ideal university for students: this is what they have seen abroad and what they envy. Here we can mention a modern library, electronic timetable and electronic work of the dean's office, clean modern classrooms with all modern multimedia devices, such as an electronic board, a projector, speakers, and many more things that I may not have even heard of. Still, the student would certainly have mentioned the free choice of subjects, advertised training courses with lecturers known to the whole world and a set of literature written in an understandable and fascinating language. Plus, it's probably nice to add decent hostels and the ability to travel between different universities. And of course, the independence of the university in financial and administrative terms .
What do students think would change in their behavior:
- Lecture attendance would increase
- increased interest in the subjects that are read to them
- students would spend more time in the library
- would like to participate in conferences more
- read literature
- Interested in writing research papers
- in the end, they would become more versed in what they study.
Teachers, in any case, the most progressive of them, would also like it to be so. However, there are BUTs that do not allow the situation to be as we would like:
- it all takes money
- for this, it is necessary to go for reforms in the greater decentralization of education, which can only destroy the existing system, but not create a new one
- for this, Ukrainian business needs to really realize that specialists do not fall from the sky
- for this it is necessary to educate a new generation of teachers who will be able to understand what is required of them
- and most importantly, the majority needs to realize that poor education is a problem.
However, in my opinion, the problem of an ideal university is deeper than all of the above. Because the university is not an assembly of material goods that are so fashionable in the modern world. The main thing in the university is its cultural, educational and enlightening significance. Will the university, having received all of the above, be able to change its place in society, become something that will unite young people around values and ideals, namely ideals? Once upon a time, the main faculty of the university was philosophy. It united all faculties and all knowledge, united people who worked with a single worldview, which helped scientists not to lose heart when another study failed. Therefore, in my opinion, despite all the material BUT, the main obstacle in returning the university to its public and social place is its philosophy, its spiritual, unifying component.
I thank everyone who took part in making the book about the ideal university material.
I thank you, my readers, for commenting and I hope you give good advice. Yes, and just for the kind words.
I thank you all for your attention and sincerely hope that this book has made you believe in yourself a little.

References _

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