The Scientific Journal of the Modern Education & Research Institute, February 2018 by Modern Education and Research Institute

scientific journal of the modern education & research institute â&#x20AC;˘ The Kingdom of Belgium

15 February 2018 Brussels, Belgium

Scientific Journal

of the Modern Education

& Research Institute

ISSN 2506-8040

scientific journal of the modern education & research institute â&#x20AC;˘ The Kingdom of Belgium

In cooperation with our members:

scientific journal of the modern education & research institute • The Kingdom of Belgium

According to the World Bank Group, economic returns from obtaining higher education are estimated at 17% increase in earnings in comparison to 10% for primary and 7% for secondary education. More that that, higher education brings significant benefits not only to a graduate but to society at large. People with a higher education degree tend to live a healthier lifestyle, have a better awareness of their civic rights and obligations, be more environmentally conscious.

There are around 200 mln higher education students in the world today in comparison to 89 mln in 1998. Governments around the glob undertake serious restructuring of their tertiary education system to attract more students and align results of education with the skills demanded by the market. Albeit a lot of effort has been put into the reform of education globally, challenges still remain. In particular, the World Bank analyses suggest that Central Asia needs [differently in each Republic but with significant similarities in terms of themes] to respond to the demands of the modern economy (notably opportunities for their young populations and taking into account the increasing number of highly qualified specialists required in fields aligned with national development priorities). Problems include: • Enrolment numbers do not respond to demand – and there is a significantly declining share of female students); • Outdated governance (Higher Education Institutions [HEIs] have an insufficient institutional autonomy in deciding human resource, academic, administrative and financial policies) and outdated curricula; • Quality Assurance mechanisms are not based on best international practice (improvement would support wider recognition of the quality of the Central Asian HEIs, graduates and research). It has also been suggested that what is agreed on paper is not universally applied in practice. Other recommendations, according to EU-funded studies, include: • Regional/national government priorities and objectives and HEIs interests and capacities need to be better aligned; • Language barriers (notably English) need to be addressed; • More involvement of business/industry can ensure higher education delivers experts with relevant qualifications and experience.

Ekaterina Tsaranok Director

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The Scientific Conference:

«Modernization of Higher Education: Approaches, Best Practices, Challenges» 23 November 2017

Office of the Modern Education & Research Institute Brussels, Belgium

scientific journal of the modern education & research institute • The Kingdom of Belgium

CONTENT I. Education 1.

Bekzhanova Tota, Aliev Murat, Baimukhanov Seriktai

STEPS OF MODERNIZATION IN UNIVERSITIES OF KAZAKHSTAN

Kazakh University of Economics, Finance and International Trade, Eurasian National University, Astana.............................................................................................................. 9

Искакова М.К.

Активные методы обучения – залог успешной подготовки

Казахский национальный медицинский университет им. С.Д. Асфендиярова, Алматы............................................................................................................................................................. 15 3.

Kerimbek Galymzhan, Satymbekova Katira, Musina Amina

MODERN PROFILE OF SCIENTIFIC RESEARCH IN KAZAKHSTAN AND PROSPECTS OF CHANGE

Eurasian National University after L.N. Gumilyov, The Kazakh university of Economics, Finance and International trade, Astana.................................... 19

4. Nagymzhanova Karakat, Kolumbaeva Zauresh, Tanirbergenova Anar

APPLICATION OF INNOVATIVE TECHNOLOGIES TO THE DEVELOPMENT OF CREATIVITY AMONG UNIVERSITY STUDENTS

«Turan-Astana» University, Astana............................................................................................................... 23

5. Tanirbergenova Anar, Kolumbaeva Z.

ROLE OF TEACHERS IN CREATING A POSITIVE RELATIONSHIP BETWEEN STUDENTS

«Turan-Astana» University, Astana............................................................................................................... 32

6. Tassimova Aislu

MODEL OF HIGHER EDUCATION OF KAZAKHSTAN IN COMPARISING WITH THE NETHERLAND’S IN THE GLOBAL EDUCATIONAL SPACE

Aktobe regional state university named after K.Zhubanov, Aktobe......................................................... 36

II. Medical Science 7. Sayakova Galiya, Shinar Saburova Innovative development of a medicinal preparation from vegetable raw materials

Kazakh National Medical University named after S.D. Asfendiyarov, Almaty...................................... 45

8. Sharipov Kamalidin, Konstantin Bulygin, Saltanat Zhakypbekova

Effective management of medical schools AS A FACTOR IN THE PREPARATION OF COMPETITIVE MEDICAL PERSONNEL

Kazakh National Medical University named after S.D. Asfendiyarov, Almaty....................................... 47

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I. Education

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STEPS OF MODERNIZATION IN UNIVERSITIES OF KAZAKHSTAN Bekzhanova Tota Kalzhanovna (toty_bekzhanova@mail.ru) Aliev Murat Kapbarovich (ali--mur@mail.ru) Baimukhanov Seriktai (tac60@bk.ru) Kazakh University of Economics, Finance and International Trade (KazUEF), Astana Eurasian National University (ENU), Astana

Abstract The article deals with the development of the social partnership of universities and professional associations of employers in the design of professional standards and practice-oriented educational programs based on the competence model of the graduate, should become the main vector of modernization of higher education. Globalization and integration processes put before the higher education a complex of the most complicated problems that can not be solved within the framework of individual national systems. We need a unified strategy in the field of higher education and international coordination aimed at the formation of a global higher school Key words: globalization, modernization, education, university, accreditation.

ШАГИ МОДЕРНИЗАЦИИ В УНИВЕРСИТЕТАХ КАЗАХСТАНА Бекжанова Тоты Калжановна (toty_bekzhanova@mail.ru ), Алиев Мурат Капбарович (ali--mur@mail.ru), Баймуханов Сериктай (tac60@bk.ru) Казахский университет экономики, финансов и международной торговли (КазУЭФиМТ), г. Астан Евразийский национальный университет (ЕНУ), г. Астана

Аннотация В статье рассматривается развитие социального партнерства университетов и профессиональных ассоциаций работодателей при разработке профессиональных стандартов и практических образовательных программ, основанных на модели компетентности выпускника, должно стать главным вектором модернизации высшего образования. Процессы глобализации и интеграции ставят перед высшим образованием комплекс наиболее сложных проблем, которые не могут быть решены в рамках отдельных национальных систем. Нам нужна единая стратегия в области высшего образования и международной координации, направленная на формирование глобальной высшей школы Ключевые слова: глобализация, модернизация, образование, университет, аккредитация.

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In the context of globalization, the importance of the country is determined not so much by mineral and raw materials as by the competitiveness of the economy, the level of which depends on the development of high technology and high-tech production and the pace of its innovation. The decisive factor in ensuring all this is an expanded reproduction of knowledge, inconceivable without higher education. Budget spending on education is not a burden of the state, but investment in a person that is most beneficial to society in the long term. A well-known classic of political economy, A. Smith wrote: «A person who has received education through the expenditure of great effort and time, can be equated to one of the expensive machines» [1]. As the American scholar E. Kon determined, there is a close correlation between the costs of education and the growth of national income per capita. Approximately 20% of US economic growth is achieved by raising the level of education and skills of the population. Modern trends reflect the increased value of higher education and the recognition of the high role of universities in the progressive development of the economy. The world today is at the stage of transition to the sixth technological order. The leaders will be the countries that have reached this stage in time. State program of industrial-innovative development (GPIIIR) assumes a high-tech post-industrial society with developed intellectual potential. In the modern world, the thesis firmly established: education is the first link in the chain leading to the development of high technologies. Innovative education is, first of all, advanced education. Without denying the necessity of realizing the tasks of today, modern demands of society, including the labor market, one must be guided by the predicted demands of the future. It is not out of place to recall the achievements of Soviet education, which as retro-innovations can get a second wind today. The main mission of innovative education is the education of a competent, knowledgeable and spiritually-moral person. This can be achieved if the society evaluates the education system as a sphere of employment, as a sphere of profitable investments, where the most important capital is reproduced – intellectual resources. The competitive strategy of Kazakhstan in the context of Strategy-2050 should be based on the development of the country’s scientific and educational potential. Unfortunately, this potential does not yet fully meet the requirements of a knowledge-based economy. Kazakhstan’s competitive position in the world economy is still relatively low. There is a lack of adequate demand for intelligence. Products are not fully competitive, does not contain more science and technology. The process of globalization, despite its objectivity, represents a complex transformation of the world system, in which there is a danger of choosing unified and simplifying integration models. An example of the integration vector of globalization is the Bologna Process, to which Kazakhstan joined in 2010. This required significant changes in educational policy. In particular, in 2012 they refused from the state educational standards for the specialties of higher and postgraduate education. Approved by the Resolution of the Government of the Republic of Kazakhstan in 2012, and then in 2016, the State Educational Establishment of Higher and Post-Graduate Education have a framework character, do not take into account the specifics of this or that specialty. They do not describe the qualification characteristics of the graduate with a description of the work functions of professional activity, the requirements for professional competencies and there is no concentrated exposition of educational programs in the cycles of disciplines. The GOSO-2012 notes that the obligatory component (OK) is the fundamental core of the educational program and the specialty as a whole, which provides a single educational space in the country [1, p.12]. This formulation is in principle impossible in principle, since the OC of the cycle of profiling disciplines (PD) amounts to 5 credits (15.6%) according to the requirements of the GOSO, and the component of choice is 27 credits (84.4%). Is it possible to provide a core core of training in a 5-credit module? What kind of educational space can we talk about? In the conditions of the massivization of higher education, oriented primarily to the effective demand of the population, a conflict arises between the entrepreneurial interests of universities and the requirements to ensure the necessary quality of training specialists. Unfortunately, in this conflict, the financial interests of higher education institutions often win. As a result, the market is replenished by unclaimed young specialists. The reason is that massivization performed to a greater extent the function of socializa10

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tion, rather than the professionalization of young people. Today, when assessing the quality of education, it is necessary to draw a line between the process aimed at achieving the planned results and the concrete results of educational activity. The prevalent role is played not by the amount of acquired knowledge, but by professional competence and the ability of creative approach in solving various situational tasks of professional activity. The main reasons that actualize the problem of quality assurance of higher education in Kazakhstan are: • systematic underfinancing of the Kazakh higher education (0.3-0.4% of GDP for higher education is negligible compared to the European one 1.2-1.6%); • the inadequacy of the mechanisms for the development of higher education in the current socioeconomic conditions; • uncompetitive level of PPP remuneration, the aging of PPPs and the lack of talented youth inflow into the scientific and pedagogical sphere; • weak scientific and methodological justification for the ongoing reforms of higher education in the context of the Bologna process and the State programs for the development of education in the Republic of Kazakhstan. Now we need not empty declarations about the quality of education, but practical actions to increase the funding of higher education and the social status of the teacher, culture of thinking and scientific education. Education is not so much a service sector as the main element of social production is the reproduction of human capital. The cost of education is not the burden of the state budget, which needs to be reduced, but long-term investments in people profitable for the state. In the system of higher education of the Republic of Kazakhstan, the main quality control instrument is the State Compulsory Education Standard (GOSO). The methodological features of the new generation GOS, approved by the Decree of the Government of the Republic of Kazakhstan No. 292 of May 13, 2016, are [2, p.32]: • Reduction of the compulsory component of the cycle of general education disciplines (previously this cycle was uncontested); • a sharp decrease in the mandatory component in the cycles of basic (DB) and profiling (PD) disciplines; • strengthening the role of independent work of students and reducing the audience-contact load; • strengthening the role of practitioners; • a more marked competence approach. Within the framework of the new state universities, universities are granted more autonomy in the design of bachelor’s educational programs. A sharp increase in the university component enhances the significance of the regional component. Strong universities are able to legalize educational programs, and the weak ones may find it difficult to transform the abundance of loans (83 credits) of the university component into the required list of training modules with the required competencies. Between the autonomy of the university and its responsibility for academic quality, there is a weak relationship, which exacerbates the problem of quality assurance. It should be noted that only general competencies are registered in the new generation of the Bachelor of Education of the new generation: requirements for general education, requirements for socio-ethical competencies, economic and organizational and managerial competencies, etc. Vocational competencies are prescribed for higher educational institutions in each specialty of higher education on the basis of professional standards taking into account the requirements of employers and social demand of the society. The lack of professional standards in many areas of training constrains the design of competency-oriented educational programs. The modern stage of modernization of higher education is associated with the emergence of a number of risks caused by sharp competition in the field of educational services in a market economy, the development of the Bologna process in Kazakhstan and a knowledge-based economy. The main risks 11

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of successful modernization of higher education are associated with underfunding of higher education. Budgetary funding for higher education at 0.3-0.4% of GDP is extremely low compared to European standards (1.5-2% of GDP). Hence: the uncompetitive level of PPP remuneration, the deficit of highly qualified scientific and pedagogical workers, widely practiced work on compatibility with the damage to the quality of education. The actualization of the competence approach is conditioned by the need to implement the GPIIIR and the development of the Bologna Process in Kazakhstan. Kazakhstan higher education as part of the Soviet education system was created on a knowledgeable paradigm. Educational programs of the first generations of the state educational organizations were formed in accordance with the didactic triad of «knowledge – skills – skills». At the same time, the main emphasis was on the transfer and assimilation of knowledge. In the conditions of globalization and a dynamically changing market, knowledge is not in itself claimed, but the competence of a specialist as ability (willingness) to successfully apply them in professional activity. The formation of competence-oriented educational programs is the main way to bridge the gap between the final results of education and modern requirements. He, while not denying the importance of a complex of knowledge and skills, focuses attention on achieving an integrated result, which is competence. The basic concept of today’s modernization of higher education in the mainstream of the Bologna reforms is the replacement of a purely knowledgeable model by a competence model. Unfortunately, in Kazakhstan this problem has not yet become widely discussed. In the conditions of endless reforms, the competence approach in higher education is more often perceived as another formal bureaucratic burden, which has a decorative role. Is it so? Apparently, such assessments arise from a lack of competence in these matters. The introduction of the competence approach is a very complicated task, requiring a scientifically based methodology for the transformation of the qualification requirements and the graduate’s professional competencies into the content of the educational program. In the Concept of Continuing Education, it is important to move from managing professions to managing professional qualifications. This task is solved with the help of professional standards allowing to disclose the professional activity of specialists in accordance with the structure of the production and technical process and the continuity of activity at various skill levels in combination with the requirements for knowledge, skills and competencies. Based on professional standards and requirements of the real sector of the economy, the country’s educational policy and the system of certification of specialists should be formed. The core of the national system of qualifications should be professional and educational standards that ensure the relationship between training and the demands of a changing economy. The development of social partnership of universities and professional associations of employers in the design of professional standards and practice-oriented educational programs based on the graduate’s competence model should become the main vector of modernization of higher education. Lack of professional standards in many areas hampers the design of competence-oriented educational programs and does not allow to ensure the interfacing of procedures for final certification of graduates of universities and certification of bachelor’s qualifications. Special acuity is felt in engineering and technical education, where, in connection with the transition to 4-year Bachelor’s programs, there is clearly a shortage of practical training. The main task of the university teacher in the context of the competence approach is that the student wants to study, to immerse himself in the subject. «We must not fight for everyone, but for everyone.» Paraphrasing: «A teacher should not teach everyone, but everyone.» In pedagogical practice, this means the application of an individual person-oriented approach in the process of preparing socially active specialists with the corresponding competencies. In the context of globalization, higher education in Kazakhstan should not become a factor in the social stratification of society. Unified national testing (UNT) as a factor in improving the entire educational system contributes to improving the availability of quality education for citizens, regardless of their social status and place of residence. Despite this positive quality, UNT does not develop systematic logical thinking and does not contribute to the formation of creative self-educational activity. The situation in schools is such that in 10-11 classes children practically do not study, they are preparing for the passing of the UNT, they are «trained». The reason is quite understandable: the school is assessed according to the results of UNT, by the number of enrolled in universities. UNT results are constantly improving, but the level of sys12

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tem knowledge leaves much to be desired. UNT as an indicator of the level of education and preparedness of the student in terms of equal starting opportunities for admission to the university – this is a good tool. It should be improved in the direction of avoiding «guessing» in the direction of developing logical thinking based on system knowledge. Higher education is the basis of the country’s social and economic development. Therefore, the state should monitor the quality of education regardless of the state of the economy and the level of budgetary financing. Kazakhstan’s higher education within the framework of the Bologna process has become a threelevel one. In the context of the formation of a pan-European educational process, these changes involve a number of inevitable challenges. It is necessary to scientifically and methodologically substantiate the ongoing reforms [3, p.47]. The expanded autonomy of universities in the formation of educational programs and the choice of teaching technologies is enshrined in legislation. Expansion of the degree of freedom presupposes increased requirements to the quality of higher education and the need for its objective confirmation [4, p.25]. This makes it necessary to conduct systematic monitoring of the effectiveness of the activities of universities. In this regard, a special role is given to independent accreditation of universities and educational programs. The point of intersection of interests of universities and employers is the independent accreditation of educational and educational organizations. Accreditation allows to evaluate the activity of universities not only in the context of quality assurance, but also from the point of view of satisfaction of all interested consumers of educational services (students, employers). It becomes a working tool, in demand and attractive for different target audiences. Higher education institutions in the process of accreditation identify the strengths of their activities and gain competitive advantages in the market of educational services. The identified weaknesses allow the university to adjust educational policy and make strategically correct decisions for the preparation of demanded specialists. The accreditation procedure forces the business community to become not only a customer, but also an appraiser of the quality of educational services (knowledge, skills and professional competencies). The processes of globalization are able to act in multi-vector directions [5, p.10]. Active market rhetoric, expansion of the paid sector of higher education and academic autonomy of universities have a negative impact on quality. The most important thesis of higher education as a public good is being leveled for the sake of the market conjuncture. It is not necessary to blindly focus on Western models without taking into account Kazakhstan’s realities. The effectiveness of the reforms underway depends on a clear formulation of objective functions and a scientifically sound methodology for the gradual modernization of higher education in the direction of ensuring quality and competitiveness. The vector of modernization of higher education should be multipolar: • the content of educational programs, corresponding to the best practices and requirements of the labor market and social society; • high qualification level of the teaching staff and the system of professional development of teachers; • Improvement of technologies for training and knowledge control; • development of material and technical base and resource support; • Unification of educational, scientific and scientific processes; • Developed intra-university quality management system. It is necessary to bring the level of budgetary financing of higher education to the average European standards, to provide for measures to increase the social status of the university teacher, to create conditions for the constant growth of his professional competence. Globalization and integration processes put before the higher education a complex of the most complicated problems that can not be solved within the framework of individual national systems. We need a unified strategy in the field of higher education and international coordination aimed at building a global higher school.

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Литература 1. Парк Ю.Н. Не кажется, но становишься. Модернизационный потенциал высшей школы: проблемы и решения // Современное образование. 2014. №1. 2. Государственная программа развития образования и науки Республики Казахстан на 20162019 годы [утверждена Указом Президента Республики Казахстан от 01.03.2016 № 205]. 3. Пак Ю.Н., Газалиев А.М. Болонский процесс и реалии Казахстана. Караганда: КГТУ, 2014. 4. Факторович А.А. Управление качеством образования в университете: внешние вызовы и внутренние резервы // Педагогика. 2015. №5. 5. Биденко В.И. Болонский процесс: современный этап // Высшее образование в России. 2015. №10.

References 1. Park Yu.N. Do not seem, but become. Modernization potential of the higher school: problems and solutions // Modern education. 2014. №1. 2. The State Program for the Development of Education and Science of the Republic of Kazakhstan for 2016 – 2019 [approved by the Decree of the President of the Republic of Kazakhstan dated 01.03.2016 No. 205]. 3. Pak Yu.N., Gazaliyev A.M. Bologna Process and Kazakhstan Realities. Karaganda: KSTU, 2014. 4. Faktorovich AA Management of the quality of education in the university: external challenges and internal reserves // Pedagogy. 2015. №5. 5. Bidenko VI Bologna process: a modern stage // Higher education in Russia. 2015. №10.

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Активные методы обучения – залог успешной подготовки Искакова М.К. Казахский национальный медицинский университет им. С.Д. Асфендиярова Алматы, Казахстан

Применение и внедрение в образовательный процесс активных методов помогают достичь высокого уровня когнитивных навыков, развивают способность применения полученных знаний на практике, формируют клиническое мышление. Применение новых технологий в образовательном процессе у врачей-интернов способствуют формированию научного и профессионального мышления, формируют навыки к самообучению и самосовершенствованию.Активные методы обучения, включающие такие методы, как метод кейс-стади, ролевая игра, миниконференция, «круглый стол» являются, на наш взгляд, наиболее эффективными формами обучения в интернатуре. Более того, применение активных методов в интернатуре способствуют созданию конкретных условий для совершенствования когнитивных, операциональных, коммуникативных, правовых навыков, способствуют формированию личностных качеств, самостоятельному принятию решению, умению проводить анализ. Создание «конкретных условий», приближенные к профессиональной деятельности, вырабатывают у интернов ответственность перед пациентами, устойчивость при наличии стрессовых ситуаций, умение владеть различными ситуациями, в том числе и психологическими. Для того чтобы внедрить активные методы обучения необходимо соблюдение ряда условий в организации: мотивация, демократический стиль, позитивные отношения между преподавателем и обучающимся, сотрудничество, мобильность и активность как со стороны преподавателя, так и со стороны интерна, многообразие форм и методов активного обучения. Достичь этого можно «только при наличии связи инновации в образовании с интерактивными методами обучения, под которыми понимаются «…все виды деятельности, которые требуют творческого подхода к материалу и обеспечивают условия для раскрытия каждого обучающегося»[1]. Отличительной особенностью применения активных методов является то, что в ходе занятия не только обсуждаются различные клинические ситуации, но и проводится их глубокий и всесторонний анализ, анализируются действия интернов, их знания, умения, навыки, а также возможные ошибки и недостатки. В осбуждении принимают активное участие , в первую очередь, сами интерны, а роль преподавателя – соблюдать объективность ко всем участникам образовательного процесса. В сентябре 2013 года, по приказу ректора КазНМУ им С.Д. Асфендиярова, была организована интегрированная кафедра интернатуры по стоматологии с подготовкой специалистов по специальности «Врач-стоматолог общей практики» по пяти основным направлениям: терапевтическая стоматология, хирургическая стоматология, ортопедическая стоматология, стоматология детского возраста, ортодонтия. Цель дисциплины – сформировать и усовершенствовать у интернов профессиональное, научное, коммуникативное мышление. Для реализации этой цели были использованы принципы компетентностно-ориентированного обучения, в соответствие с современной траекторией образовательного процесса, принятой Казахским Национальным медицинским университетом им. С.Д.Асфендиярова: знания, операциональные навыки, коммуникативные навыки, правовые навыки, самообразование.

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Для решения цели и задач наиболее приемлемым и рациональным является использование активных методов: метод иллюстрации клинического материала, задание в формате «вопрос-ответ», работа в малых группах, составление алгоритма диагностики или лечения по той или иной нозологической форме заболевания, «древо знаний», метод «сбор рисунка», «заполните карту», метод «кейс-стади», задания в тестовой форме. Метод иллюстрации клинического материала, позволяет лучше запомнить и усвоить материал. Задание в формате «вопрос-ответ»: один интерн задаёт вопрос, а другой – отвечает с применением наглядных клинических примеров (например, пациент с диагнозом «Травматическая эрозия»). Причем задания можно оформлять красочно, разложить вопросы в конвертики, создать иллюзию игры. Работа в малых группах наиболее широко использованный метод обучения, т.к. при клиническом разборе ситуационной задачи, клиническом разборе пациента очень важным является формирование и совершенствование логического и клинического мышления. При проведении метода работы в малых группах мы часто используем методику выбора правильного ответа из нескольких на выбор предложенных вариантов, что также наглядно отражает уровень знаний интернов, степень владения клиническим материалом, развитость логического и клинического мышления. Составление алгоритма диагностики или лечения по той или иной нозологической форме заболевания позволяет оценить у обучающегося уровень владения теоретическим материалом, его умения (навыки), логику мышления. Метод «древо знаний» проходит в виде игры (срываем плоды, а на обороте интерн читает задание с различной степенью сложности). Этот метод определяет сильные и слабые стороны обучающих, возможные их пробелы, а также определяет лидера в группе. Метод «сбор рисунка» (аналогичный методу по составлению алгоритма) позволяет при наличии правильных ответов собрать рисунок, например, красной каймы губы при изучении темы: «Заболевания губ. Клиника, диагностика, дифференциальная диагностика, лечение”. Метод «заполните карту» – индивидуальная работа, при котором правильное заполнение карты по выбору лекарственных средств, например, при лечении заболеваний слизистой оболочки полости рта и красной каймы губы или одонтогенные воспалительные заболевания челюстно-лицевой области, позволяет оценить не только уровень знаний по выбору лекарственных средств, но и провести интеграцию знаний по разделу «Фармакология» [2]. Чаще всего при проведении практических занятий, как наиболее эффективные формы активного обучения, мы использовали метод кейс-стади и ролевые игры, так как именно эти методы позволяют соблюдать принцип «от действия к знаниям». Сценарии проведения практических занятий в формате кейс-стади, ролевые игры и ряд других видов интерактивного метода обучения отражены в учебно-методическом комплексе кафедры. Одним из важных моментов в организации учебного процесса в интернатуре является проведение клинических, научно-практических конференций по наиболее актуальным проблемам в области стоматологии. Так как кафедра интегрированная, то проведение таких конференций всегда проходят активно и носят острый, дискутабельный характер. Например, при проведении конференции по проблемам современных методов диагностики и лечения заболеваний пародонта интерны освящали этот вопрос с позиции стоматолога-терапевта, стоматолога-хирурга, стоматологаортопеда, стоматолога-ортодонта, детского стоматолога. До проведения клинической конференции, согласно сценарию, из числа интернов был выбран «председатель», который заранее поставил цель и задачи конференции, сгруппировал группыкоманды. «Председатель» самостоятельно проводил клиническую конференцию, задавал вопросы группам-командам, контролировал и оценивал вопросы, давал возможность другим группамкомандам дополнять вопросы, добавлял дополнительные баллы за активное участие. Участники конференции имели возможность оценить, дать обоснование или предложить альтернативный метод диагностическим и лечебным мероприятиям при патологии заболеваний пародонта. Врачиинтерны имели возможность показать уровень профессиональной подготовки, продемонстрировать знания, полученные в ходе работы с дополнительной литературой. В заключении «председатель» подвел итог клинической конференции и объявил оценки каждой команде. Во время проведения конференции преподаватель выступал в роли «пассивного участника», «пассивного слушателя», но значимость его при этом не терялась, так как именно преподаватель 16

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принимал непосредственное и активное участие в подготовке и проведении конференции, преподаватель по праву подводил заключительный итог конференции, наравне с интернами оценивал роль «председателя». Данный формат проведения конференции интересен тем, что одна проблема обсуждается с позиции основных дисциплин по стоматологии, совершенствует навыки клинического, логического, критического мышления. Большим успехом во время учебного процесса пользуются научно-практические конференции, которые также способствуют развитию и формированию научной и профессиональной компетентности, умению выступать перед аудиторией. Конечно, при подготовке к конференции, у интернов возникали проблемы с недостаточным объемом знаний по определенным вопросам, связанные чаще всего с патогенезом заболеванием, реже с клинико-диагностическими признаками. Безусловно, основными консультантами здесь выступали преподаватели, но и интерны сами проявляли активность и инициативу. Это заключалось в самостоятельной работе с литературой, работе в интернете, поиски новых методов диагностики, лечения, анализе литературных данных. Если при проведении первой научно-практической конференции были явные недостатки такие, как отсутствие плана, целей, задач, последовательности, лаконичности, выводов, ссылки на литературные источники. Поэтому наставниками были проведены семинарские занятия по теме: Организация, подготовка и участие интерна в конференциях. В дальнейшем проводимые конференции существенно отличались по уровню организации, подготовки, активности интернов, умению сделать выводы и проанализировать выступления. Можно с уверенностью считать, что создание интегрированной кафедры интернатуры по стоматологии способствовало новому типу профессионального взаимоотношения интерн – преподаватель. Особенность преподавателя – стать для обучающегося интерна, в первую очередь, коллегой и наставником, консультантом и идеологом. А интерны, по достоинству оценили такой тип отношения, и стали более уверенными, активными, самостоятельными, умелыми в поиске новых идей и отстаивании собственного мнения. Несомненно, проведение занятий в формате «ролевая игра» улучшает коммуникативные и правовые навыки. У интернов меняется мировоззрение оценки по вопросам врачебной этики и деонтологии. При проведении обратной связи интерны отметили положительные стороны занятий, проведенных в формате интерактивного обучения. Врачам-интернам наиболее понравились занятия в формате «ролевая игра», метод кейс-стади, занятия в формате «занятие-конференция». Все эти методы позволили интернам, прежде всего, лучше усвоить учебный и клинический материал, они стали принимать активное участие в разборе темы, быть более позитивными и уверенными на занятиях. Также положительным моментом многие интерны отметили умение работать в команде, умение выступать перед аудиторией, умение высказывания своей точки зрения. На наш взгляд, наиболее приемлемым является метод «кейс-стади», который способствует развитию клинического и логического мышления. Однако с учетом контингента обучающихся в интернатуре мы использовали на занятиях несколько видов интерактивных методов, но основополагающим был метод «кейс-стади». С точки зрения современной педагогики нельзя использовать несколько методов интерактивного обучения на одном занятии, но учитывая, что мы проводим занятия с врачами-интернами, имеющих базовую теоретическую и клиническую подготовку мы полагаем, что данная методика будет полезна для будущих врачей. Данный метод относят к инновационным методам, т.к. именно при помощи «кейс-стади» можно решить проблему при изучении ряда наиболее сложных патологий челюстно-лицевой области: эрозивно-язвенные поражения слизистой оболочки полости рта, дисфункции височно-нижнечелюстного сустава, врожденные и приобретенные пороки развития челюстно-лицевой области, дентальная имплантация. Кроме того, метод «кейс-стади» предусматривает групповое обсуждение вопросов, позволяющий продемонстрировать навыки самостоятельного мышления и умения принимать решения. При использовании данного метода на практических занятиях, во время разбора тематического пациента, преподаватель имеет возможность объяснения сложного клинического случая, а также дать задания по составлению различных ситуационных задач по диагностике, лечению и профилактике. В конце практического занятия, с целью закрепления темы, возможен разбор с обсуждением различных ситуационных задач и проведением обратной связи. 17

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Применение активных методов обучения во время проведения практических занятий предоставляет врачам-интернам возможность своевременного использования теоретических знаний в практической деятельности. Также данные методы обучения вырабатывают у врачей-интернов клиническое мышление, формируют и совершенствуют у них важные компетенции – знания, практические (операциональные) навыки, умение и стремление к самообразованию и совершенствованию в профессиональной сфере. Таким образом, использование активных методов в образовательном процессе помогают углубленному освоению теоретического материала, способствуют развитию ключевых компетенций, развитию научного, профессионального, логического, аналитического мышления.

Литература 1. Иоффе А.Н. Активная методика – залог успеха /Гражданское образование. Материал международного проекта. СПб: Изд-во РГПУ им. А.И. Герцена, 2000, 382 с. 2. Iskakova M. Use of interactive methods of training of senior student. Materials of the IV international research and practice conference Vol.II . Munchen, Germany. – 2013.–s. 474-475.

scientific journal of the modern education & research institute • The Kingdom of Belgium

MODERN PROFILE OF SCIENTIFIC RESEARCH IN KAZAKHSTAN AND PROSPECTS OF CHANGE Kerimbek Galymzhan Eskarauly (kerimbek2009@mail.ru) Eurasian National University after L.N. Gumilyov, Astana city Satymbekova Katira Batirkanovna (satymbekova72@mail.ru) М.Auezov South Kazakhstan State university, Shymkent city Musina Amina Amirzhanovna (amusina@mail.ru) The Kazakh university of Economics, Finance and International trade, Astana city

Abstract Recently, the government of the country is making another attempt to raise the scientific status of national universities. New goals set for the general education system make it necessary to revise the relationship between the university and the school in a new way. In this regard, the potential of university science is most fully described. It is possible to build the innovative future of a new school on its foundation. Key words: high school science, the higher and postgraduate education, science, scientific potential, educational strategy, modernization, research competences, commercialization.

СОВРЕМЕННЫЙ ПРОФИЛЬ ВУЗОВСКОЙ НАУКИ В КАЗАХСТАНЕ И ПЕРСПЕКТИВЫ ЕГО ИЗМЕНЕНИЯ Керімбек Ғалымжан Есқараұлы (kerimbek2009@mail.ru) Евразийский национальный университет им. Л.Н. Гумилева (ЕНУ им. Л.Н. Гумилёва), г. Астана

Сатымбекова Катира Батиркановна (satymbekova72@mail.ru) Южно-Казахстанский государственный университет им. М.Ауэзова (ЮКГУ им. М.Ауэзова), г. Шымкент

Мусина Амина Амиржановна (amusina@mail.ru) Казахский университет экономики, финансов и международной торговли (КазУЭФМТ), г. Астана

Аннотация В последнее время правительство страны делает очередную попытку повысить научный статус отечественных вузов. Новые задачи, поставленные перед системой общего образования, заставляют по-новому пересмотреть взаимоотношения вуза и школы. В этом свете наиболее полно о себе заявляет потенциал вузовской науки. На его фундаменте можно строить инновационное будущее новой школы. Ключевые слова: вузовская наука, высшее и послевузовское образование, наука, научный потенциал, образовательная стратегия, модернизация, исследовательские компетенции, коммерциализация. 19

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The world lives in a period of global challenges. These are new technological achievements and introduction of innovations, accelerated development of IT-technologies and mobility of human resources. In these conditions, education and science must be at the forefront of transformation. Leading economies of the world are achieving prosperity only at the expense of a high level of human capital. This is facilitated by new educational strategies and policies. The modern stage of modernization of Kazakhstan’s education and science system presupposes accessibility for every quality education, the opportunity to gain new professional skills at the university, to develop research and creative competencies. The Law of the Republic of Kazakhstan «On Science», adopted in 2011, opened new opportunities for advanced scientific achievements. The development of Kazakhstan’s science for the benefit of economic and business interests is specified in the Law of the Republic of Kazakhstan «On commercialization of the results of scientific and (or) scientific and technical activities». Thus, the basis for the implementation of new educational strategies and scientific achievements has been created [1]. From the point of view of state support, for the last 20 years university science has remained on the sidelines. In this regard a definite official rate on the fact that in a short time period (until 2020) point-supported university science will make a qualitative leap in the scale of even a very narrow circle of universities is risky, albeit almost uncontested. The effective indicators of the innovation economy are the trends in the development of university science. Integration of universities and business structures is intensifying. Sweden, Singapore, Denmark, Canada, Finland are at the top of countries where higher education meets the needs of the economy in the IMD ranking. Kazakhstan occupies 44th place among 60 countries of the world. Projects for the development of research universities are being implemented. China’s investment in research universities has increased the competitiveness of higher education. In the UK, the focus on research universities has ensured sustainable economic development of the country. In 2010, 20 UK universities, united in the Russel Group, brought 22.3 billion in revenue and provided 243,000 jobs. More than twothirds of the research results (hereinafter – RW) of Russell Group universities are being introduced into the economy, healthcare, cultural and social spheres of the country. The priority of higher and postgraduate education in Kazakhstan is the tri-unity of education, science and production. The process of institutional transformation of the country’s higher school has begun. The first research university was created – the Kazakh National Research Technical University named after K.I. Satpayev. Here, a pool of leading scientists of the country is formed, performing fundamental and applied scientific and educational research. There are 16 commercialization offices, 3 technoparks and 4 business incubators. The flagship of global education and scientific discoveries was the autonomous organization of education «Nazarbayev University» (hereinafter – Nazarbayev University). Innovative educational and scientific projects were successfully launched in the engineering schools of the university. In 2015, the University passed the landmark milestone. The first graduation of 594 young highly qualified specialists (446 bachelors and 148 masters) took place. The educational contacts of Kazakhstan universities with the world’s leading universities are expanding. International research projects are implemented jointly with foreign partner universities. The scientific potential of universities is ineffective. Interdepartmental barriers, insufficient funding, lack of economic incentives for the private sector hamper the successful integration of education, science and production. The institutional forms of supporting innovative structures are not fully developed. The share of scientific developments is more than ten times lower than the level of developed countries. Universities only commercialize 0.1% of funded research and development. A fundamentally new model of science management has been created. Funding mechanisms for scientific research – basic, grant and program-target are determined. An independent examination is carried out by the National Center for State Scientific and Technical Expertise. 20

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In 2015, the project of Kazakhstan science and the World Bank «Commercialization of Technologies» was successfully completed. 65 scientific projects have been implemented, 6 license agreements were concluded. NIOKR is carried out by 392 scientific organizations, including 245 scientific research institutes (hereinafter – NII). They employ more than 25 thousand researchers. Scientists have access to world information resources. Licenses and agreements have been signed with the largest foreign companies and publishers Thomson Reuters, Springer, Elsevier. There has been a significant increase in the publication activity of Kazakhstani scientists in international rating editions. In 2015, the number of publications in the leading rating magazines of the world was 1995, of them only in Scopus (Elsevier) – 976, Web of Core Collection (Thomson Reuters) – 327 and simultaneously in both bases – 692. The human resources of science are being strengthened. There is an increase in the number of Kazakhstani youth in science. The share of scientists under the age of 35 increased 1.5 times. Significant incentives for scientists were the State Prize in the field of science and technology, 6 nominal prizes of the Ministry of Education and Science of the Republic of Kazakhstan, state scientific scholarships (50 for young people and 25 for outstanding scientists) [2]. Realization of scientific activity by the university, use of the obtained scientific results in the educational process and involvement of students and undergraduates, doctoral students in scientific work are necessary distinctive features of the modern higher educational institution. Creation on the basis of universities of research laboratories of scientific and production organizations becomes only an addition to the independent scientific activity of the university, but does not act as its replacement. We emphasize that this is a full-fledged scientific activity, and not its imitation. Institutions, which are limited only to the provision of educational services under bachelor and master’s programs, have the right to qualify only for the status of a higher school (even with high-quality provision of educational services), but not a modern university. At present, university science is not the vanguard of the research and development sector in Kazakhstan and is not a significant part of it. However, it has all the opportunities to take advantage of this competitive advantage and is the first to be fed by talented young specialists, increasing its potential and increasing its effectiveness. University science can be considered as a set of organizations, structural units, research teams engaged in research and development. It is known that the scientific potential of the university depends on the one hand, on the staffing and level of accumulated knowledge, and on the other – on the nature of the goals and content of the tasks to be accomplished [3]. The accumulation of scientific potential is determined by the expansion of the volume of fundamental and applied scientific research, the intensification of research activities of students and young scientists, improving the quality of their scientific training, targeted training of scientific and pedagogical personnel of the highest professional qualifications at the level of world qualification requirements. The scientific potential of the university includes the achievements and innovative achievements of the world science, which allow us to outline the strategies for solving, based on the systemic correlation of tasks. Moreover, in the current context of the inclusion of the system of national higher education in the pan-European educational space and the transition to a two-level education system, the task of university research is to strengthen the research component of higher education. Trends in the development of world public life point to the need for more active involvement of higher education science in solving practical problems. Thus, the Sorbonne Declaration places the university in the life of society a pivotal role. The Bologna Declaration underscores the central role of universities in the development of the European cultural dimension. University science always focuses on the search and knowledge of the new, and therefore – on continuous development and self-improvement. In the university there is always a joint research activity of teachers and students, and pedagogical creativity and creative initiative of students are all components of the innovative spirit that should find a place in the new school [4]. The main competences accepted at present in Europe, which graduates of universities should master: research, search, analytical, communication, business and adaptive. These competences are the basis for the implementation of new, including design, technologies in teaching that promote the development of student research activity. Responding to the general principles of building and organizing research work, scientific research in the field of education has its own specifics. 21

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Scientific developments directly serve the practice of education, they are aimed at creating technologies for teaching and interaction in the educational process, formulating specific recommendations for the preparation and support of the activities of the teacher. If fundamental research is, as a rule, the potential of university science and conducted by the faculty of the faculty, then applied research and development is a space of interaction between the university and the school. Applied research is usually conducted within the framework of known scientific concepts and schools, the general course of research is determined by the theoretical models constructed on their basis [5]. We believe that the time has come for the university to expand its capabilities. For this, it is necessary to unite university science into one system of relations among higher education institutions. We can talk about creating an inter-university innovation structure, at least within Almaty, it is necessary to unite efforts in disseminating experience and improving work on the experimental site, aimed at improving the effectiveness of the implementation of research results. It is also important that the development of subjects of term papers and theses was tied to the themes of the experimental sites. Carrying out a system analysis of the problems of interaction between the university and the school and talking about the goals and objectives of Our New School, we must recognize that in modern conditions a powerful strategic resource that can adequately respond to the challenges of the time, provide a qualitatively new in content and form of scientific support for education, – scientific developments in the field of education [6]. Trends in the development of world public life point to the need for more active involvement of higher education science in solving practical problems. Thus, the Sorbonne Declaration places the university in the life of society a pivotal role. The Bologna Declaration underscores the central role of universities in the development of the European cultural dimension. University science always focuses on the search and knowledge of the new, and therefore – on continuous development and self-improvement. In the university there is always a joint research activity of teachers and students, and pedagogical creativity and creative initiative of students are all components of the innovative spirit that should find a place in the new school.

References 1. Gosudarstvennaya programma razvitiya obrazovaniya i nauki Respubliki Kazahstan na 2016-2019 godyiUtverzhdena Ukazom Prezidenta Respubliki Kazahstan ot 1 marta 2016 goda # 205 2. Potentsial vuzovskoy nauki kak innovatsionnoe buduschee novoy shkolyi Evgeniya ROMANOVA, direktor Instituta psihologii Moskovskogo gorodskogo pedagogicheskogo universiteta «UG Moskva», #08-09 ot 2 marta 2010 goda 3. Indikatoryi nauki: 2012: stat. sb. M.: Natsionalnyiy issledovatelskiy universitet «Vyisshaya shkola ekonomiki», 2012. 4. Nauchnyiy potentsial vuzov i nauchnyih organizatsiy Ministerstva obrazovaniya i nauki Rossiyskoy Federatsii. 2011/ Pod red. V.V.Kachaka – SPb.: SPbGEtU, 2012. 5. Nauchnyiy potentsial vuzov i nauchnyih organizatsiy Ministerstva obrazovaniya i nauki Rossiyskoy Federatsii. 2010/ Pod red. V.V.Kachaka – SPb.: SPbGEtU, 2011. 6. Informatsionno-statisticheskie materialyi «Razvitie nauchnyih organizatsiy, vhodyaschih v gosudarstvennyiy sektor ekonomiki». M.: TsISN, 2012.

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APPLICATION OF INNOVATIVE TECHNOLOGIES TO THE DEVELOPMENT OF CREATIVITY AMONG UNIVERSITY STUDENTS Nagymzhanova Karakat, Kolumbaeva Zauresh, Tanirbergenova Anar «Turan-Astana» University 29 Y. Dukenuly St., Astana, 010000, Kazakhstan

Abstract The issue of creating innovative learning environment during training students of high educational institutions seem to be closed as one of the factors of promoting creative person. The problem is still considered by researchers. In this article there are gathered points of views of different authors on the topic of innovative learning environment, project based learning and creativity, namely, statements by V. Slobodchikova, V.A Kozyrev and others. The article also delineates mechanisms and conditions under which innovative learning environment is implemented and effective usage of creativity in pedagogical aims. Key words: learning environment, training factors, pedagogical technologies, creative thinking, projective activity. The issue of learning environment during training students of high educational institutions seem to be closed as one of the factors of promoting creative person. However, the problem is still considered by researchers. Our modern society is in need of thinking people creatively. Because such people are more sociable and can easily adapt to the changing world. In other words, now we are going to talk about project making and creating learning environment for promoting creativity in students. Modern Kazakhstani society feels the need for innovative education. The main conditions for the transition to an innovative educational environment of the university is updating of the content of education and it should be based on the use of information technology, the implementation of integrated programs of study, program-target method of preparation of students. To achieve these objectives the improvement of learning technologies is the key to the formation of innovative educational environment. Learning technologies are a means of organizing the learning process, which is based on the joint creative work of teachers and students using the forms of exchange of educational information on the basis of means of pedagogical interaction. It should serve as a basis for the formation of the capacity for creative activity. It should be noted that one of the main objectives of creating an innovative learning environment is the formation of future specialists of creative thinking, the ability to new original ideas and their implementation. In the structure of vocational training, an important place should take a person's ability to self-improvement, the development of creative potential, the accumulation of creative experience, which is the basis for self-realization in the course of professional activities. Thus, a need exists for determining the methods and means of activating and developing personal and creative potential of students in the conditions of innovative educational environment. Creativity – the ability to achieve a qualitatively new significant value of required results, the reasons for which are explicated after the fact. This definition is universal in respect of a number of processes that can be attributed to the creative. The definition also laid down a system of criteria for evaluating the degree of creativity: the result of the novelty, its values. (On the social importance, satisfaction goals / needs, etc.), as well as the presence in the decision lawful, but not deterministic initial statement of grounds of (explicit and implicit)

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CREATIO – creation, development... Strictly speaking, any pedagogy is creative and has a creative orientation. Of course, such orientations may include long-known problem, programmed, intensive training, and others. Obviously, it is appropriate to talk about the degree of creativity ... each orientation degree of creativity of these orientations is low. In contrast creative pedagogy refers to the progressive pedagogy, which is a system of intellectual and psychological development of personality in forming stable components of the creative style of thinking [1]. By the definition of creative thinking it is understood a central feature of novelty. Another important feature of creative thinking is considered to be useful and productive. Novel concept has many meanings, and this leads to a dilution of creative thinking intelligence concepts, although the first, second and require expertise and effort. By the definition of the creative potential of the individual it is implied the central personality traits conducive to creative thinking and productive activity. It must be said that it is important to create spaces that make our students wonder. Day dreaming every once in a while isn't a bad thing if good ideas come from it. A great classroom environment is so significant to the educational process. With an increase in testing and performance, a creative learning environment is one of the only areas left where teachers and students have freedom. Today, creative pedagogy is becoming more common and practical implementation in schools and universities, in the system post– graduate training. It has great potential for integration into a wide practice wherever requires professionals capable of solving problems. Creative pedagogy is quite compatible with the existing educational system and is considered by its supporters as a meta-subject as a separate course. However, it is aimed at students who have developed cognitive motivation. The most significant external constraints include requirements and that this educational system makes to the character of teacher. It should be a creative person with a high level of cognitive motivation, ability to organize independent inventive activity of students. A number of researchers in their definitions associated educational environment with space: educational environment – a space specially organized relations. Educational environment – object-spatial environment of students, in which they carry out their activities. V.A. Kozyrev, defining the concepts «environment» and «space», notes that the space can affect a person, but it does not mean his set to work and environment is mutual inspiration and interaction with environment education subject. On this basis, the environment as a pedagogical phenomenon is a set of conditions in which the educational process takes place, and which interact subjects of this process. A variety of treatments in the understanding of the essence of the educational environment due, on the one hand the complexity of this pedagogical phenomenon on the other, – the objectives of the specific studies that have investigated these or other side of it. From the analysis of the different definitions of the educational environment, it follows that the authors use mainly two concepts of «conditions» and «opportunity.» It should also be noted that a number of researchers by the educational environment think «product relations’ participants in the educational space. So in researches of N. Mikhailova it is noted that «the educational environment is one of the forms of the relationship of man and the world. The person receiving education, not just interact with the educational environment, it can itself be realized in this interaction, learning the culture, building social relationships, involving a natural material in the space of your own life. Thus, the educational environment is the product of relations between subjects of educational space «. Based on the abovementioned statements, under the educational environment of the university we mean the product of relations of subjects of educational space. In this case, by the term «educational space» we mean the dynamic unity of the subjects of the educational process and their relations system. Then the product relations subjects of educational space are all the didactic component of the educational process – its content, technology, forms, methods, means of instruction, as well as relationship management mechanisms are the subjects of the educational process. Concept of creativity, advanced by Dzh.Gilfordom, E.P.Torrensom, R.Sternbergom, D.B.Bogoyavlenskoy, as well as some other scholars are important for the development of ideas about creativity and have implications for teaching practice. However, the multiplicity of proposed criteria and differences of authors’ views in approaches to the estimates point to unresolved problems in general [2]. In proving the system of high educational institutions the perspective of designing and promoting creative environment is environmental approach, which can be considered not only as the methodology of the research but also, as a technology of organizing such an environment. From the above written we can assure 24

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you that there are two levels of realization of such technology that are called macro and micro levels. The idea of these levels is revealed in applying both of them. Creating the situation of individual person’s development as an environmental phenomenon differs from creating learning environment on the basis of subject tasks. The difference is based on attracting the students in different environmental contacts, expanding the space of their life activity that imitates their future profession. In learning environment pedagogical environment is defined as the project of pedagogical system that is implemented during practical experiment. Pedagogical system is the core of designing technology. The main focus is on the preliminary design of educational and pedagogical process. Creative orientation pedagogy involves translating the student «from the rank of the person exposed to the level of the subject of creativity (creativity) and traditional (basic) training material development of the subject grade is translated to the level of the means of achieving a constructive purpose. Dynamism of this environment is due to the effect on the external factors and the information received from the high educational institutions’ departments and the subjects of the educational process, identifies new challenges, thereby detecting the need to make changes to the project. However, in any case, fundamental essence is students’ orientation into perception and understanding life situations for the sake of self– development. Education-oriented pedagogical stimulation of all kinds of «self», including self-actualization – is the formula of a new, emerging today, the Higher School of Pedagogy. We only wonder that the idea for many years were not in demand in the development of teaching systems. In this connection, in the process of development of higher education in Kazakhstan the principle of creative self-development must become a priority and system, open new pedagogical strategies. In studies of personality characteristics of creative individuals have shown themselves can be identified, in turn, a number of approaches. On the other hand, creativity, there is a common personality trait inherent in creative people. For example, M. Chikzhentmihaly noted that creative individuals contain both seemingly mutually exclusive Features: 1. Creative individuals have a lot of physical energy, but at the same time they often are in a state of rest and relaxation. 2. At the same time, they are harsh and naïve. 3. In their personality combines playfulness and discipline, responsibility and irresponsibility. 4. Creative personalities have alternate representation, imagination, sense of reality. 5. Creative people exhibit features like extroverts and introvert. 6. Creative people humble and proud at the same time. 7. They avoid stereotypes in gender roles. 8. They show both conservative and rebellious spirit. 9. Many creative personalities demonstrate passion for their work. They can also extremely objectively evaluate their work. 10. Open heartiness sensitivity and creative people often lead to the experience of suffering and pain. But also they are very fond of fun. Appeal to the self-actualization of the individual student problems caused, on the one hand, the social, political and economic processes in the 21 century, which are often the result of alienation of the individual in the media and information technology environment [3]. Teaching creativity largely determines the success of collaborative innovation. However, despite the importance of this component is currently poorly understood. In education, creativity is considered as a new methodology of teaching, with the components of technology creativity and interactivity in the work. Creativity is an urgent problem in modern society. An analysis of the scientific and professional literature shows that there are new terms such as «creative person», «creative thinking», «creative manager», «creative agency», etc. The «creative» education is considered as a new methodology of teaching, with the components of technology creativity and interactivity in the work Analysis of the scientific and professional literature shows that new terms have emerged, such as the «creative person», «creative thinking», etc. Into the creative qualities of person should be included those that require creativity, a high level of intellectual development and the ability to organize productive activities. It is important to develop the following features of creativity: • Individual’s ability to notice and formulate alternatives, to question the seemingly obvious facts, avoid superficial formulations; • the ability to understand the problem and at the same time to pull away from the reality, to see prospect; • the ability to refuse the orientation leading to authorities; • the ability to see a familiar object with a completely new side, in the new context; 25

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•

willingness to abandon the theoretical propositions, division into «black» and «white» to depart from the usual life balance and stability for the sake of uncertainty and search.

Creative people are also easily associated ( to switch from one thought to another ability quickly and free, the ability to see images in the mind and make their components); the ability to make estimates and critical thinking (the ability to choose one of many alternatives before it is tested, the ability to change the decisions); willingness of the memory (mastering large amount of systematic knowledge sufficiently, regulation and dynamic knowledge) and the ability to collect information, generalization and abstraction from the unimportant. In this case we, also, select the following signs of creativity: originality, heuristic, imagination, activity, concentration, precision, sensitivity. The first main component – the content of education should reflect the interdisciplinary relationship, in this case teaching interaction becomes an educational factor in respect to psycho-pedagogical conditions: • education process should be continuous, because students should gain experience related to different spheres of life; • the teacher should switch from an authoritarian style of communication to more democratic forms; • the teacher in the classroom is to promote the formation of adequate emotional and valuable relationships; • training should raise the general cultural level of a student; Training should be focused on creative self-development of personality, realized in constant need of knowledge, when students actively determine the purpose of self-development and education of the person in the process of cooperation with tutors. Beginning from the first course, training should be structured in such a way that students can be retreated from school stereotype reinforce knowledge in the classroom under the direct supervision of a teacher. The combination of these active methods, such as «brainstorming», will allow the teacher to teach students to generate ideas, to think outside the box, provide them with creative self-development. Designing the training performs methodological function, serves as a means to stimulate mental development of students, also serves as the process of formation of educational activity and the method of teaching management. E. I.Mashbits says methodological function of designing about when considering the psychological aspect of designing the training program [4]. A more detailed examination of the problems of integration of teaching methods can identify two sublevels. The first is a combination of active learning methods, such as: seminar– discussion; lecture– heuristic conversation; business simulation game; problematic situations– seminars. The second sub-layer is the integration of active learning methods in combination with the use of information technology, for example: a business game, a video conference on the Internet; professional modeling tasks by using computer graphics. Thus, all components of the learning environment should be focused on maintaining the dominant cultivation of student’s personality. However, such a targeted professional and personal self-improvement will only be effective when the student considers different facets and aspects of their livelihoods, problems, successes and failures in the university environment and outside of it as a source of self-development, selfdevelopment and the idea will be personally meaningful and dominant. Designing the training performs methodological function, serves as a means to stimulate mental development of students, also serves as the process of formation of educational activity and the method of teaching management. E. I.Mashbits says methodological function of designing about when considering the psychological aspect of designing the training program. Experience shows that training specialists with creative qualities should start from the first course in groups with an excellent and good basic training. The educational process must be organized in such a way as to switch from educating future specialists to creative individual. It is well known that Dzh. Gilford, starting in response to the social order to the study of creativity to overcome significant difficulties associated with the establishment of its practical test (due to its extreme 26

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rarity and random nature of many discoveries and inventions), proposed to revise the standards and make creative manifestations in these differences at lower levels, thereby ensuring their numbers [5]. The first method is as follows: the subject suggests to search for the information necessary and sufficient for the preparation of deterministic solutions. The second method allows the implementation of solutions in complex and time conditions, it is assumed probabilistic solution to occur to minimize the criteria of preference and choice of such a method, which, while not optimal, is capable of implementing solutions. This method is characterized by the use of not only and not so much legal as heuristic and statistical rules. The third method allows you to look for a solution under conditions of incomplete information. It means it establishes invariant situations, activities, that determine the specific program. The third way is to maximize criteria streamlining actions and thus to increase the uncertainty of the available information and, consequently, to draw closer to the decision-making heuristic procedures. Such methods and means need to form creative thinking in the process of training, which involves learning the skills of independent work, research activity, motivation, self-improvement, the implementation of educational programs in the nature of innovation technologies aimed at the formation of a creative approach to professional activity, personal creative experience. The more creative become students and teachers, the more innovative educational environment will be. Innovative educational environment should be an integrating factor, uniting educational groups, departments and faculties around the processes that take place at various stages of training, create conditions for the advanced training of specialists who are able to operate effectively in the modern world. Conditions for creating an innovative environment: • a system of hardware, software and telecommunications systems and facilities (single database, library and information resources, modern e-learning environment, specialized resources on the Internet, and others.); • a training system focused on the introduction of innovative tools and training methods; • formation of the system of partnership with universities, research organizations, teaching teams, enterprises of different ownership forms. Innovative educational environment is formed by the following main mechanisms: • Development of new and improvement of existing training programs, additional forms of education (training, retraining); • study courses on choice students’; • increase the amount of independent work of students by reducing teaching load; • increased academic mobility programs; • the development of distance learning, especially e– learning; • study special courses, the implementation of relevant projects and dissertations; • participation of students in carrying out research and applied researches; • creation of a unified information-analytical integrated university system, allowing both to organize the collection, systematization and storage, real-time search and retrieval of information, and to improve and diversify communication technology; • extension of the list and the increased use of electronic library resources; • development of communication skills and tolerance through their participation in project activities and mobility programs; • career guidance and the formation of individual educational and professional trajectory. The participation of the teaching staff in the formation of an innovative educational environment involves training in the following areas: • the use of innovative educational pedagogical technologies, including in the framework of the Bologna Process; • use of information and communication technologies in the processes of the organization and implementation of educational and scientific activities [6]. One effective means of formation of innovative educational environment can be the design and implementation of creative projects. Creative project – an independent creative work, as a result of which the 27

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author creates a new product, program, model, etc. Implementation of creative projects allows to reveal and develop creativity and ability to learn, to meet new challenges with regard to individual abilities. Using project method promotes individual student by including it in a variety of activities in a real professional way. Ongoing projects include the development of creative collection of information technologies to perform design tasks, development of methods of computer modeling and design, solution design and technological problems through information technology. [7] The basics of projective activity, also, play an important role. Such a system is based on pedagogical and educational technologies. V. Slobodchikova writes that the main aim of project making in learning is discovering its unobvious resources, creating learning resources is connected with turning the sociocultural maintenance into the instrument and learning environment. Established terms in science do not help the practice. In reality, we have the technology in the form of teaching methods, the weakness of which is one-sided – material – the justifications, with no psychological and didactic justifications. The effect of these techniques are the subject knowledge that does not fit with the logic of their actions implementation, generalization and systematization. It should be noted that designing in the field of education is not limited only with the design of learning systems or individual components of these systems. Technology can assume one of two types of training activities: reproductive and productive, in between them there are numerous transitions. In the first case, the technology fixed pedagogical actions that determine reproductive learning activities. The second provides heuristics and independence of students in solving educational problems. For most of its construction elected probabilistic methods that provide varying degrees of freedom of education needed to achieve the goal. When designing the learning process training as training programs didactic tools develop in accordance with these programs, out educational and training activities are carried. It is good to realize that training programs are programmed with teaching aids. On the basis of these training models, unfortunately, there exist a few of them for pedagogy; we can design different pedagogical technologies. For this purpose we need to transfer educational object into the system of controlling the learning process in a definitely one language of the science, design the dynamic model of a student by identifying his individual characteristics and find the ways of correcting his actions that has a positive impact on his thinking activity, finally, we need to make decisions of a cognitive plan. In designing each component of the environment an incentive should be created to cooperate with the teacher and the student. Existing technologies and training programs differ, primarily, in the degree of determination of educational activities at the operational level. Knowledge of students is determined by the properties of the object by means of teacher cognitive situations created by them. The tutor by controlling sets the method and structure of teaching and learning process. The target of research becomes a motive if you are able to support students’ effort to solve the educational problem by eliminating informational opposition in it. Uncertainties contained in the problem become a stimulus of the heuristic search, logical construction of the information and the reproductive process associated with the actualization of the necessary knowledge. Table 1. Comparison of the means of training factors and educational environment of high school

Characteristics

Means of training

Factors of educational environment

Definition

Material and ideal objects, intended for the use within the organization and implementation of the educational process

All external stimuli for educational process

Object of impact

Students

Students and tutors, teachers, children

Vector of impact

Promotes learning

Promotes easy and natural learning environment

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Type of impact

Planned according to didactic purposes

Planned (while learning at the classroom); spontaneously (while working out of the classroom); uncontrolled factors

Method of organization

There exist levels of the system of didactic means (theoretic, academic subject, teaching aids, academic house)

The set of factors is arbitrary and it can be incoherent for the objectives of professional and personal development

More advantageous and within rational short time achieved didactic purposes

If the controllable factors in learning process are adequate for didactic purposes those factors help to realize the purposes while learning out of class and in developing environment effect positively on personal development. Uncontrollable factors give unpredictable, accidental result: both positive and negative.

The result of the impact

Thus, students will be able to transfer their theoretical knowledge into practice. There usually occur such situations when the matter concerns traditional technologies of vocational training of a teacher, when a young teacher has little technology due to his ignorance of theoretical knowledge [8]. If we, also, take into account the lack of handling with diagnostic methods and the ability of transferring the existing technologies in actual learning professional activities will acquire reproductive characteristics. In recent years, most scholars use this term to define the system of conditions of formation of creative person for a given sample, as well as to characterize the capacity of his creative potential, represented by the social and spatially-subject environment. It should be noted that the improvement of pedagogical controlling system can be carried out in two directions. The first is to improve the traditional forms and methods due to their critical thinking. The second area involves the use of information technologies alongside with the test procedure. Pedagogical activities aimed at the creation of a creative environment, has a number of features: • Attention to unusual matters; • Respect for unusual ideas; • A demonstration of the value of ideas; • Granting greater autonomy; • Creation of a free, relaxed learning environment [9]. In the first case, the creation of a creative environment is provided by the cooperation of the teacher and students, dialogical forms of work, using tasks that involve creative activity of students. The second approach involves the creation of conditions for individual development by providing freedom to make independent decisions, creativity, choice of content and methods of teaching and behavior. We propose a model of development of creative personality, which includes the following components. 1. The creative environment which present the following conditions: a) learning times for the development of divergent thinking; b) pedagogical support; c) pedagogical support. 2.

Creative personality, the basic criteria are: a) motivational component; b) intelligent component; c) The emotional component; d) communicative component.

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The main structure in creativity is the intellectual component. Methodological function of learning technologies is reflected in the overall strategic direction of training models and educational management organization. Tutorial program as the project has specific features following items: 1) ensures the implementation of goals; 2) can be carried out, at least in principle; 3) it is a normative, i.e. fixes available execution level teacher appropriate action. We complement these features yet another, no less important characteristic inherent in learning technologies: adaptive learning technologies to the personal characteristics of students – a characteristic that is almost weakly expressed in training programs designed for machine learning method; and it is represented in traditional learning technology, but is an essential feature of advanced technologies and is essential for an individual approach to learning. N.S. Chernysheva considers the possibility of using creative pedagogy in distance learning. 1. As part of the technology has developed a system of intellectual computer support thinking, integrative courses «Basics of methodology of creativity» (BMC) and «Computer intellectual support thinking (CIS).» There are used new visual semantic-symbolic means as algorithmic problem-compact providing educational information (for example, the integrated algorithms, algorithms for problem situations, etc.). There are used didactic and computer games, including the problematic situation [10]. Creative groups are introduced as a means of development of creative multi-system thinking, creative interpersonal communication skills of debate, and the ideas put forward for the protection in a group. Implemented control and self-monitoring of progress in creative activities. 2. Within the framework of pre– school education to control external educational outcomes that are created for students, allows continuous diagnosis of their personal learning increments. These growths coincide with the well– known model of J. Guildford. According to the author A.V.Morozova in this model thinking takes place in conditions of divergent thinking, represented by the following main features: 1. fluency (number of ideas that occurs per unit of time); 2. originality (the ability to produce rare ideas that differ from conventional cognitive standards); 3. susceptibility (sensitivity to detail, contradictions, uncertainty); 4. metaphors (the ability to create fantastic ideas, while maintaining, however, a certain objective connection with the original problem situation, the ability to see in a simple sophisticated, simple and complex, etc. The man should embody four entities: the individual, the creator, the person, the subject. Education must enable a person to develop and implement these entities, creating the conditions for mastering the four components of the cultural and historical experience: • Material education; • A common education; • Culture of knowledge and creativity, including the methodology of knowledge, research, design, psychology of creativity and guide the development of man-creator; • Spiritual knowledge, presented in different world systems, in art, literature, etc., associated with the knowledge and acceptance of the meaning of existence of the human subject. Pedagogical activity functions are closely linked, so that they can be attributed to the Gnostic, such special abilities as a reflexive level: • Pedagogical intuition; • Improvisation; • The willingness to make decisions taking into account the abilities and interests of students; • The willingness to innovate in the field of education, ownership of its assets; • The ability to assess the real state of teaching and learning of students (trainees); • The ability to carry out individual and differentiated approach to them; • The ability to schedule their individual prospects for further progress. 30

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These objectively necessary pedagogical skills are possible if a teacher has practically implemented, diagnostic capabilities: • Purely crafts skills to build work plans, not only by day, but with the individual tasks of the trainees; • The ability to see their work as a whole, as a unity of goals, objectives, methods, conditions, results of understanding the causal relationship between them; • The ability to move from evaluating individual teaching skills to the impact assessment, the effectiveness of their work as a whole; • Criticality (the ability to find the «white spots» in their competence) • The ability to understand the relationship between the methods of work and results of the training and education of students (trainees), to see the origins of their failure, their failures, and to relate to distinguish between training and abilities of the individual trainees [11]. Since taking its independence the Republic of Kazakhstan and the implementation of the open door policy after which, economical, educational, cultural exchanges between Kazakhstan and other countries of the world, the demand for better education began to grow steadily. This necessitated the enhancement of making intellectual, creative, competitive descendants. This strengthened the acknowledgement of the need and the power of teaching creative students in schools and institutions of higher education. In this paper we tried to give our own characteristics for «a creative person» and the importance of making creative learning environment. There are also discussed different questions of project based learning which is novelty in our century in the field of education.

References 1. ArtyukhinaA. «Проектирование и создание образовательной среды для профессиональноличностного развития студентов //«Аlmamater», Вестник Высшей школы, № 9, 2006. 2. N.F. Talyzina Технология обучения и ее место в педагогическом процессе // Совр. Высш. шк. – 1977, №1(17), p.94. 3. Yasvin V.A. Образовательная среда: от моделирования к проектированию. – М: Смысл, 2001. – 365p. 4. Bishimbayev B. . «Формирование креативных качеств в высшей школе» //Поиск-Іздеңіс 5. M.M. Levine. Технологии профессионального педагогического образования: Учеб.пособие для студ. высш. пед. учеб. заведений. – М.: Pub. «Академия», 2001. – 272p. 6. E.I. Mashbits. Психолого-педагогические проблемы компьютеризации обучения. – М., 1988. – p.137. 7. N.S. Chernysheva. Инновации в образовании № 3, 2001. 8. MorozovA.V. Формирование креативности преподавателя высшей школы в системе непрерывного образования. Moscow, 2004г.-382p. 9. Yasvin V.A. Образовательная среда: от моделирования к проектированию. – М: Смысл, 2001. – 259p. 10. Traynev V.V. Информационные коммуникационные педагогические технологии. М.:2006. 11. N.F. Talyzina Технология обучения и ее место в педагогическом процессе // Совр. Высш. шк. – 1977, №1(17), p.94.

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ROLE OF TEACHERS IN CREATING A POSITIVE RELATIONSHIP BETWEEN STUDENTS Tanirbergenova A Kolumbaeva Z. «Turan-Astana» University 29 Y. Dukenuly St., Astana, 010000, Kazakhstan

Abstract Strong and healthy collegial relationship among school teachers is regarded as an essential component of school effectiveness and teacher enhancement. Based on literature review, the present article highlights the importance of collegiality among educators and determines the major outcomes and benefits of highly collaborative and collegial cultures in educational organizations. The study suggests that teacher collegiality plays a vital role in augmenting teacher professional growth and development, job satisfaction, organizational and professional commitment as well as school quality and student performance. Key words: Positive school climate; Interaction among teachers; Teamwork; Effective teacher to teacher communication; School improvement; Organizational effectiveness; Professional development; Instructional improvement; Student achievement.

Teaching is a fluid, evolving process. Teachers meet new students, new situations, new challenges every year. Good teaching demands constant refinement and fine tuning. It is a lifelong process, and teachers are lifelong learners. Teaching is not a job. It is a lifestyle. As Stanford Professor Emeritus Lee Shulman, president of the Carnegie Foundation n for the Advancement of Teaching, has said, «a school is a community of learners and no one is entitled or obligated to learn more continuously, reflectively, and joyfully than teachers themselves [1]. Teaching in today’s classrooms calls for reflective professionals set apart by special knowledge and skills. This is the «science» of teaching. We have learned a lot about «what works» because research is continually yielding a large and growing knowledge base. The «art» of teaching occurs when skillful, caring professionals adapt the scientific knowledge to specific situations and students and to their own teaching styles and interests, exercising personal and professional judgment to decide what approach works and when to use it. It should be obvious that learning to teach is not just for beginners. It is a process that continues well beyond your first, third, or even twentieth year of teaching. But that‟s what keeps teaching interesting. Classrooms are places where both students and teachers learn. Teach ers can be a valuable resource creating a positive school climate. A school‟s climate contributes to the academic success of its students and predicts the degree to which they actively participate in learning, including how consistently they attend school and how carefully they complete their class assignments. The relationship between teachers and students are the most important to achievement. They should be warm and caring and 32

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meet students‟ personal and development needs. Teachers actions must show thei r high expectations for their students and their confidence that their students will be successful classroom climate can be irrevocably harmed if teachers behave in derogatory or punitive ways [2]. The relationship between and among teachers in any school is critical to its success. A successful school is one in which teachers work well together. Today‟s teachers must interact with each other more than everbefore. The traditionalist claim is that interaction among teachersis of little consequence since the majority of teacher time is spentin the classroom. This claim is no longer accurate. Teacher scertainly continue to derive tremendous satisfaction from their classrooms, and they still spend a majority of the day in classrooms. Interaction among teachers has steadily risen, though, collegiality greatly impacts teachers‟ morale, happiness, and satisfaction. Collegiality contributes to every successful change, and effective administrators purposely draw on the expertise of teachers to discuss or implement new initiatives and programs. And if a change were to be implemented without teacher input, concerns about that change can be most effectively expressed by teachers with strong interpersonal skills. Schools with strong collegial environments are better able to assess and implement changes than schools with weak collegial environments. Collegial relationships among teachers are a prerequisite for school improvement and make knowledge sharing and innovative practice possible .A school cannot realize its full potential without clear and cooperative interaction among teachers. Students cannot effectively learn until teachers effectively get along. School success depends on effective working relationships among teachers and every teacher‟s ability to work wit h others. Тhe benefits of membership in the academic community are numerous. Among them are the freedom to explore and vigorously debate new ideas, and the excitement of life– long learning as you continue to hone the intellect and craft the skills of teaching and research that ensure the future of our society. Collegiality is a professional attribute of considerable value and one that is well worth developing. Teachers make important career decisions based on collegiality or whether there is positive social interaction in their schools. In the best case, collegiality is high and teachers which comes from my deeply held belief that human beings thrive in positive environments [5,6]. So before creating a shared vision together, ask everyone to write down his or her personal vision. You might even have them read the section on personal vision in Senge‟s book, The Fifth Discipline. To ensure student participation, have teachers guide students through this process. When you‟re ready to create a shared vision, it‟s important to create a safe space where people feel comfortable sharing their ideas. I highly recommend using a positive approach to discussion such asWorld Café or Appreciative Inquiry. That way, positive emotions are generated, which will help to cultivate trust amongst group members and also make everyone‟s thinking more creative and flexible. Be sure to include the students in whatever way possible [7]. Work together to carry out the shared vision—and make it fun! Creating a positive school climate is an ongoing process that never really ends, but it‟s a joyful one. However, if you find your school off to a slow start, you might try one of these simple motivating ideas that will give a quick boost of positive emotions: • «Behind Your Back.» One participant at the Greater Good Summer Institute for Educators told us that when her school did it at a staff meeting, some long– held grudges between staff members were healed. • Gratitude Board. Provide places in the hallways and the teachers‟ lounge where people can post notes expressing their gratitude for each others‟ actions. Gratitude has the wonderful effect of helping us feel more connected to one another and also gives us a boost in our own self– worth— both important aspects of a positive school climate [8]. While it may seem like a lot of work, the tremendous benefits of a positive school climate far out– weigh the time and effort required. And, while researchers haven‟t measured it yet, I would guess that a positive school climate can also bring the joy and fun back into teaching and learning. Who wouldn‟t want to be part of a school like that?In most respects, teachers need the same things from their colleagues that students require from their classmates: a few good friends at work, trust that minor conflicts over resources or practices will be resolved productively and respectfully, and safety from social aggression and victimization. Strong collegial relationships multiply the supports teachers have to strengthen their instructional 33

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strategies: colleagues bounce ideas off of one another, share their successes, step in to help solve challenging problems, and foster conditions for successful teaching. Teachers’ relationships with their peers, other school staff, and school administrators have been researched for decades. These studies reveal that teachers are often isolated from their peers and other school professionals. Thus, increasing teachers’ opportunities for interaction and collegiality has been a goal of recent efforts to increase teacher professionalism. Research shows that while teachers may participate in organizational– level activities, curriculum and classroom practices are usually unaffected by participation in indirect activities such modifying bud gets and/or school policies [9]. Other research has found a positive relationship between participative decision making and classroom instruction, noting an increase in innovations adopted by schools, professional development activities, teacher exchange of ideas and knowledge, and improved understanding of learning and classroom instruction [10]. Research on teachers who play leadership roles and increased opportunities for professional relationships demonstrates that there are benefits for these teachers, but there is little evidence that they are able to provide much support or benefit to other teachers. This lack raises organizational and policy questions on the extent to which conferring teachers with additional roles and responsibilities for professional development of peers can be effective in making specific changes in teacher practice at the organizational level. Professional relationships among teachers adhere to norms that govern the ways teachers ask for and provide help. Research on professional development reveals that interactions among mentors and their paired teachers are often reserved, non – problematic, and uncritical. These studies show that in the beginning of such supervisory relationships, the content of the interpersonal interactions is informational and focuses on district policies and procedures, not classroom practice. Relationships between mentor teachers and novices tend to be about maintaining harmony and support, rather than developing competence. Further research indicates that increasing the quality of teachers’ work– relationships requires professional and organizational change through, for example, the establishment of professional communities, including professional development schools, where teachers’ work is collaborative, coordinated, and interdependent. Educating new teachers into the field should focus on strengthening interpersonal relationships among new teachers and their mentor teachers. Professional development programs should stress collegiality and the creation of shared standards of practice in the hope s of creating and sustaining communities of learners. Relationships between mentor teachers and novices tend to be about maintaining harmony and support, rather than developing competence. Further, inc reasing the quality of teachers’ work relationships requires professional and organizational change through, for example, the establishment of professional communities, including professional development schools, where teachers’ work is collaborative, coordinated, and interdependent. Effective teacher to teacher communication is vitally essential to your success as a teacher. Education is an extremely difficult concept for those outside the field to understand. Educating new teachers into the field should focus on strengthening interpersonal relationships among new teachers and their mentor teachers.

conclusion In conclusion,relationships with colleagues have a huge impact on our working lives, teachers interact not only with students but among themse lves as well. I have learned not only the benefit to working with and discussing ideas or programs with teachers but the importance of working with colleagues. I learned we are each role models for the students in our school and it is important for them to see positive, civil relationships among staff at school. The greater our relationships are with our colleagues the more we and the students can benefit. Cooperation and collaboration are the important foundations of meaningful teaching environment. The climate of trust plays a remarkable role in forming professional relations in the work field. Team work and mutual support can make greater contribution into the successful social psychological climate among teachers.

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References 1. Emeritus Lee Shulman, Learning to Teach. (2007) New York, NY: Bantam Books. 2. Center for Positive Psychology (2007). Positive psychology. Retrieved October 20, 2010 from http:// www.ppc.sas.upenn.edu. 3. Collaborative for Academic, Emotional and Social Learning (CASEL) (2010). Social and emotional learning. Retrieved September 12, 2010 fromhttp://www.casel.org. 4. Edgar Schein,The Corporate Culture Survival Guide , Oxford Review of Education, Vol. 35, No. 3, June ,2002, pages 293– 311. 5. Peter Senge, The Fifth Discipline: The Art & Practice of The Learning Organization. DeckleEdge, 2006. 6. Dahlsgaard, Peterson, & Seligman (2005). Shared virtue: The convergence of valued human strengths across culture and history. Review of General Psychology, 9, 203-213. 7. Davidson, R. J. (2001). Toward a biology of personality and emotion. Annals of the NY Academy of Sciences, 935, 191– 207. 8. Fredrickson, B. (2009). Positivity: Groundbreaking research on how to embrace the hidden strength of positive emotions, overcome negativity, and thrive. New York, NY: Crowne 9. Smylie, TEACHER LEADERSHIP, COLLECTIVE EFFICACY, AND TRUST. 1994. 10. Lieberman, Darling– Hammond, & Zuckerman, International Handbook on Educational Change. 1991 11. Goleman, D. (1998). Working with emotional intelligence. New York, NY: Bantam Books. 12. Murray, B. (2003). Primer on teaching positive psychology, APA Monitor, Vol. 34, No. 9, 52 13. Seligman, M.E.P. (1998). Learned optimism. New York: Pocket Books (Simon and Schuster).

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MODEL OF HIGHER EDUCATION OF KAZAKHSTAN IN COMPARISING WITH THE NETHERLAND’S IN THE GLOBAL EDUCATIONAL SPACE Tassimova Aislu (tasimova49@mail.ru) Candidate of pedagogical sciences ( PhD), professor, Aktobe regional state university named after K.Zhubanov, Aktobe city, Kazakhstan

Abstract In the 21st century, innovative economy and the application of new knowledge has become the key to the successful development of the countries of the world and their ability to play leading roles in the world community. For modern Kazakhstan, one of the topical problems is the training of highly educated specialists. This article is aimed at examining the theoretical and methodological aspects of the national model of higher education in Kazakhstan and the Netherlands in the context of integration into the global educational space, paying special attention to the social and cultural characteristics of both states. Key words: educational space, model of higher education, integration, education system, comparative case-study, European Higher Education, global system, the Institute of Education, the Bologna Process, International Scholarship «Bolashak», educational priorities, educational system, the international, world educational field.

МОДЕЛЬ ВЫСШЕГО ОБРАЗОВАНИЯ КАЗАХСТАНА В СРАВНЕНИИ С МОДЕЛЬЮ НИДЕРЛАНДЫ В ГЛОБАЛЬНОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ Тасимова Айслу (tasimova49@mail.ru). Кандидат педагогических наук (PhD), профессор Актюбинский региональный государственный университет имени К. Жубанова, г. Актобе, Казахстан

Аннотация В XXI веке инновационная экономика и применение новых знаний, стали залогом успешного развития стран мира и их способность играть ведущие роли в мировом сообществе. Для современного Казахстана, одной из актуальных проблем состоит в подготовке высокообразованных специалистов. Настоящая статья направлена на рассмотрение теоретических и методологических аспектов национальной модели высшего образования Казахстана и Нидерландов в контексте интеграции в мировое образовательное пространство, обращая особое внимание на социальные и культурные особенности обеих государств. Kлючевые слова: образовательное пространство, модель высшего образования, интеграция, система образования, сравнительное исследование, европейское высшее образование, глобальная система, Институт образования, Болонский процесс, Международная стипендия «Болашак», образовательные приоритеты, образовательная система, международная, в мировой образовательной сфере. 36

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Introduction In the ХХI century innovative economy and application of new knowledge have become key to successful development of world nations and their ability to play leading roles in the world community. For modern Kazakhstan, one of the urgent challenges consists in the preparation of highly educated specialists. The present article aims at the consideration of theoretical and methodological aspects of national higher education models in Kazakhstan and the Netherlands in the context of integration into global educational networks, with special attention to social and cultural features of both states.

1. The place of the education system of Kazakhstan in the new globalized world, in communication with the Bologna process Several years ago (March, 2010, at the session Ministers held in Budapest of the Second European Forum of Education) the government of Kazakhstan officially joined the Bologna process; however at the moment it is still too early to assess full significance of this step for Kazakhstan from global perspective. The place which the education system of Kazakhstan will occupy in the new globalized world in connection with the official inculcation into Bologna process is an issue of time. At the initial stage of joining the Bologna process the government of Kazakhstan focused on providing scholarships for study abroad to undergraduate and graduate students, as well as established academics. The main source of such programs is the «Bolashak» program founded by the President of Kazakhstan Nursultan Nazarbayev. By the program funded by the state, Kazakhstan exports of educational services and free migration of students, undergraduates and intellectual elite.It implements the preparation and training of the most gifted students in prestigious foreign higher education institutions [2]. In the years of the independence of our country, since the late 1990s, hundred thousand of young people were trained in prestigious foreign universities. Today Kazakhstan has been facing the challenge to join the international educational space, to coordinate the purposes and strategy in the educational policy with the countries of the Eurasian community. In this connection there was a necessity of working out of the state educational standards of the second generation [3]. As we know, the Netherlands has joined the Bologna process in 1999 and Kazakhstan also officially joined the Bologna Declaration in March 11, 2010. This happened at the session of the Second European Forum of Ministers of Education held in Budapest on March 11, 2010. The country’s accession to the Bologna Process was supported by representatives of 46 countries-signatories of the Bologna Declaration. This implies integration of Kazakhstan in the European Higher Education Area [J.K.Wite, 2006]. Problems of education, in our opinion, that the unity of education is not the concept, but the estimation, argument, opinion, attitude. The meaning of the education is the knowledge which we got during our study years. The meaning of this point of view is that «I am pondering what the valuable is for me and what is not!» Between learning and development is always existed an activity. We take into consideration the approach of education as the reproduction of the established forms of human activity. Using the comparative case-study methods and methods of modeling, model based analysis we try to give some explanations of these processes.

2. Development Strategy of Higher Education of Kazakhstan Development Strategy of Higher Education is a part of the state Doctrine of educational policy and includes four items: Revision of views on the mission of higher education (the role and place in society, the strategic goals and objectives); -Development and adoption of legislative acts of the national policy in the sphere of higher education; -Work out a new generation of regulations that implement the goals and objectives of the general educational policy;– Development and adoption of the concept of structural reform of higher education in the coming years [5]. The actual task of higher education is to improve the quality of specialists training. In this regard, «New model of the enrolment at public higher education institutions in the Republic of Kazakhstan» was developed and approved by the Government. This model which was 37

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implemented starting from 1999 improved the objectivity of knowledge evaluation of applicants aimed at the selection of the most talented young people among those who enter state higher institutions (colleges) to prevent protectionism and exclude many negative phenomena that accompanied the selection committee [6].Naturally, in the ever-changing modern world, the gain of importance of education as socio economic and spiritual institutions of society has resulted in a change of educational paradigm. Priority guide for institutions of education is awareness of the need for educational space, which is responsible for the conditions of a developing personality, which transfers the focus from knowledge-centric as the new competencies on the results of education [7]. Tasks of the Bologna Process are [1, there]: • increase the ability of graduates of higher institutions to employment on the territory of EU; • improve horizontal mobility of citizens; • raise the prestige of European education in the conditions of enhancing competition, especially with corporate universities the Bologna Process provides: • establishing a system of comparative degrees of higher education; • introduction of a two-stage system of higher education at which the first phase will be recognized on the European labor market as a sufficient qualification level (bachelor’s level); Adaptation of a system of educational credits and encouraging mobility of students, teachers, researchers, managers of education within the European educational space (area) [8]. Educational system of Kazakhstan can take place in the new globalized world; in connection with an official entry into the Bologna process.

3. The radical changes of educational system in Kazakhstan The methodological design of article as a case study research deals with the questions of modeling of education from the point of view of philosophers and organizers of Higher Education system. Kazakhstan’s national model of higher education was shaped by the experience of almost existing in the world. Today basic educational models are Anglo-American, European (mainly German), Japanese. Here, in Kazakhstan the Soviet model of education has made the most significant impact. In general, the most preference was given to the Anglo-American system. [9] As L.Y.Gurevich mentioned, in Kazakhstan in the process of putting together new curricula for higher education, the problems of the relation of tradition and innovation were not taken into account . However, before the radical change of educational system in Kazakhstan the most of the citizens were very well educated. If many indicators of economic development of Kazakhstan can be attributed to a number of developing and even developed countries, the level of education and skills of the population, the effectiveness of the educational process, and scientific potential of the Republic of Kazakhstan were higher than in many other developed countries. Almost total literacy, the obligatory secondary education and high level of accessibility to higher education, free education at all levels, scientific nature and thoroughness of the educational programs, compliance with international standards of human potential was undeniable historical achievement. Today the model of high educational system has its own directions. However, the eclecticism and contradictions are still there. The main contradiction is, in our opinion, the contradiction between liberalism model, which is expressed in a large fraction of the private sector, the wide Declaration of the rights of educational institutions principles of University autonomy and overly rigid state centralization in the area of the structure and content of education. It is worth remembering that in American model, which is the main sample for Kazakhstan, there is no even a hint of any standardization of the content of education. The Ministry of Education and Science here is extremely limited financial and distribution functions. In most European countries, there is extremely strong evidence for strict state intervention in the functioning of educational institutions. It is the government’s ownership of the vast majority of universities. But here, the content of education is regulated by the state very softly and gently [10]. According to the researches of scientists, some parameters of the model of education are considered in the following ways. A theoretical model of education is focused on the following approaches: – «Maintaining structural qualities» of the unified government universities and educational systems working on the same standards and programs, has established a set of disciplines, fixed standards 38

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and assessments; The traditional model of education (J.Majo, L.Kro, J.Kapel, D.Ravich, Including Ch.Finn and others) [11]. • «Market type» educational system, built as a range of educational services to provide with the needs of the customer depending on his social claims and financial capabilities. This orientated on the Western model of «free» school and the principle of «supermarket» in the ideology of free choice and healthy competition; Dzhurinsky A.N. Foreign schools: current status and development trends. M: Education, 1993. [11, there]. • «Cultural model» developed in the framework of humanization processes of consciousness and practices relevant to the modern world, the coming of post-industrial society in order to create a humane society, capable of harmonization of individuals and States, to justify the stay of man in nature and culture, remove the environmental crisis, to overcome the backlog of spiritual and moral development of mankind from its technical progress; (P.Bloom, R.Gane, B.Skinner, and others, V.V.Davydov, V.V.Rubtsov and others, I. J.Lerner) [11, there]. • «Сulture – developed model» oriented personality of the student in the process of cultural identity. The original principle of the integrity of the «picture of the world» and man in it, educational environment of the university is a model of culture. (A.Maslow, A.Combs, K.Rogers, and others) [11, there]. • Model of Massive Open online university (courses) as a way to gain access to education for might not be able to pursue regular education. (P.Goodman, I.Ilić, J.Goodlad, F.Klein, J.Holt, L.Bernard, and others) [11, there]. • The Synergetic model of education involves changing role of the teacher, the transition to joint actions in new situations in the open, changing, irreversible world. The educational model is a theoretical construct that embodies understanding the author of the phenomenon of education. Skill is automated ability to perform intellectual or practical action (Solodov E.A. New models in education: a Synergetic approach / Synergetics: from past to future. No. 56 / Future Russia. No. 15: Librokom, 2013. – 344 p [12]. In our opinion, there is a question of connection of «school» (educational institute) and society (community). In the approach to it the principle determination of the social phenomena was used. In research will be shown, that «the social institute of education» is formed in reply to the social requirements, but, being generated, it begins actively to influence social situation [13]. The social – educational process as the rather independent phenomenon is considered from the point of view of two-unity: knowledge of the world and its transformation [14]. The expected results and perspectives of research will be determined by that circumstance that, the model, developed by us, of higher education will supply the large opportunities for career of the person, citizens of area. The best guarantee of employment today – knowledge allowing the man fast to take possession those, that requires new work, labor market [15]. The methodological principle of the approach to research bases on theoretical rules of connection of education and activity of the man in system of the public relations, mutual relation of the man and organization, consideration of the man [Calvin S. Hall, Gardner Lindsey, John B. Campbell] as cultural – historical subject, dialect of general (common), especial and private (individual). The main problems of sociological theory of personality associated with the process of personality formation and development of its needs in inextricable connection with the operation and development of social communities, learning regular relationship of personality and society, individuals and groups, regulation and self-regulation of social behavior of the individual [7, there]. Sociology as a whole contains a lot of personality theories, which differ from each other by cardinal methodological attitudes. Personality as a subject of social relationships, primarily characterized by autonomy, a certain degree of independence from society, able to oppose themselves to the society. Personal independence involves the ability to rule over them, and this, in turn, presupposes that the individual consciousness, not just consciousness, thought and will, but the ability to self-analysis, self-esteem, self-control. (Theories of Personality Book by Calvin S. Hall, Gardner Lindzey, John B. Campbell. http://sociologyindex.com/books_personality_socialization.htm) and from another point of view, this process was influenced by the problems called by globalization). As marked many authors, globalization gives an international dimension to all aspects of our lives, communities, professions; calls for globalization in higher education has led to intensified mobility of ideas, 39

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students and academic staff, to expanded possibilities for collaboration and global dissemination of knowledge. / See International Association of Universities. IAU-April 2012. «Affirming Academic values in Internationalization of Higher Education: A call for action» / p.1The evolution of globalization and of the knowledge society has led to institutional changes in higher education systems (Deem & Brehony, 2005. A‘pivotal moment’? Education policy in England, 2005 corresponding author) such as changes in managerial attitudes and cultures (Tom G. Palmer Globalization and Culture: Homogeneity, Diversity, Identity, Liberty. Published by The Liberal Institute of the Friedrich Naumann Foundation Truman-Haus www.libinst.de Production Comdok. p3-6. 30p), strategies and the role of the state. The evolution of globalization and of the knowledge society has led to institutional changes in higher education systems, such as changes in managerial attitudes and cultures strategies and the role of the state [16]. Nevertheless, despite the importance of globalization, the degree of separation from national boundaries should not be overstated. The great majority of institutions continue to be nationally embedded and dependent on governmental legitimization and resource support. The nation is not fading away, it remains the main site of economic activity (Marginson & van der Wende, 2009). Therefore, although globalization is increasingly affecting the environment of higher education, the laws and national culture of the institution’s country continue to exert a considerable influence on the universities [17].

4. The place of the education system of Netherlands in the new globalized world, in communication into the Bologna process As V.S.Vakhshtayn (2013) noted, the model of higher education in the Netherlands is regarded as a continental model, unlike the American Atlantic models. As well, as the author of this point of view marked the Netherlands educational model has its own features [18]. During our studies we learned it in lectures of tutors and visits in nearly all mentioned institutes and schools. In the Netherlands the «old» universities are the foundation of the state apparatus, its bearing and legitimate way of reproduction. So, for example, at Leiden University, founded in 1575, traditionally receive education all members of the Royal family. For four centuries, Leiden held the palm in the teaching of the Humanities philosophical cycle. Today the diploma of Leiden University is a prerequisite for successful political career or work for a public international organization such as the UN and UNESCO. The «old» universities logical support conservative strategy, which aims to enter the European market of educational services with the preservation of the traditions of the national training system. Universities, not claiming the prestigious title of «the cradle of Dutch culture», chose a different strategy, involving the establishment of close links with business the structures. The first Explorer of this policy was the Technical Delft University. Today in this University, made a bet at training specialists in the field of high technologies, are experimental development of new automated systems of management. The position of the University in the market research projects Delft design center – one of the largest in the country. Such design centers take place in educational map of the Netherlands, creating new view of focus resources and opening up prospects for cooperation the businesses and universities. Almost all of them created with the businesses and with the «new» universities. The second characteristics of the Dutch higher education costs have professional education (Hogescholen). Today in the Netherlands there are 47 such schools that enrolled 260 thousand students. Unlike universities training here half completely subordinated to future professional activity. The goals of the first year in vocational schools is dealt midterm exam, during the second year the student selects a specialization in the third year studies dedicated to the practice of the company, the fourth – training graduation project. All students following a four-year school to receive a bachelor’s degree (technology, administration, education, health care, arts, education, agriculture STW, or sociology). Supporters of the Bologna process in the Netherlands believe that in the course of upgrading the status of the professional schools will grow, research universities will become more practice-oriented and the distance between these two segments will be reduced. Now, however, the universities, and professional schools being-are parallel, rarely interfering with the organization of joint programs. The next characteristics is its inequality at the higher levels of education. (Shavit, Yossi 2007.Stratification in higher education: Social & Behavioral Sc. Lib. ) Non-state universities account for almost a third of all Dutch institutions of higher education. Surprising feature of them is that in the Netherlands, the founders are generally state 40

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Universities and professional schools. Thanks to dynamic control managing and combining their sources of several educational institutions they often bypass the «old» universities in national rankings. A special place in the Dutch education system occupied by the international programs which became as an answer to the challenges of internationalization. This specialized English course takes from several months to two years, calculated on foreign students. International courses offer about twenty universities and professional schools. Special ass– earnestly, in addition to the standard bachelor’s, master’s and PhD, use of training programs, program of advanced study Advanced Master Programmes. Thus, the internationalization of the Dutch system of higher education answered by the development of international sector, existing in parallel with segments of national education. We realized that the Ireland and the UK, develop these two segments inseparable. Only in recent years internationalization has penetrated into the very core of the system of «old» universities. In the Netherlands as main vector of development is the integration of business and education and the state «opens the window», on the one hand, allowing corporations to create on the basis of universities their own educational and research centers, on the other – encouraging public schools to commercial activities. So here educational expansion leads not to gain control of universities, but on the contrary, liberalization of management.

conclusion Education is the most important element of human capital development for every country in the world. As for, higher education has become an integral part of the certified characteristics of the society, which produced direct and indirect effects on the economy of people, exactly his or her promotion and movement along the social stages. The growing social significance of education gives the person the opportunity to be either of great benefit to the society, if properly managed or otherwise, of to be a great harm. In this respect, it should be noted that the future socio-economic wellbeing of the country, the moral and spiritual development of the people, improvements of legal institutions, the capabilities of the population, the exercise of rights and opportunities for both sexes to a great extent depending on the development of the educational system [19,20] In our conclusion we should like to focus on the main subject of our paper, namely, the comparison between the Dutch and Kazakhstan’s models of higher education. Which aspects of the Dutch model could be applied in the higher education system of Kazakhstan? Why? How can we assess the efficiency? At the end of our article we made a conclusion that the main efficiencies Dutch model are the next: • The «old» universities of the Netherlands logically support the traditions of the national training system and at the same time involving the establishment of close links with business structures; • The Technical Delft University are training specialists in the field of high technologies, experimental developing of a new automated systems of management; • The main characteristics of the Dutch higher education is the professional education; • Bologna process in the Netherlands gave the opportunity, that in the course of upgrading the status of the professional schools will grow, research universities will become more practice-oriented and the distance between these two segments will be reduced; • A special place in the Dutch education system occupied by the international programs which became as an answer to the challenges of internationalization ; • Thus, the internationalization of the Dutch system of higher education answered by the development of international sector, existing in parallel with segments of national education.

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References 1. Bologna Process principles integrated into education system of Kazakhstan. 29th November 2011. http: // source taken from: www.worlddidac-astana.com/press/press-releases/bologna-processprinciples-integrated-education-system-Kazakhstan. 2. Source taken from: http://www.bolashak.gov.kz/index.php/en/o-stipendii 3. Unesco, Report on ‘the education for all development index’ (2009); Unesco country programming document (ucpd) republic of Kazakhstan 2013-2014 UNESCO Almaty 28p. 4. J.K. Witte (2006) Change of degrees and degrees of change comparing adaptations of European higher education systems in the context of the Bologna process. Printed by Unitisk, Czech republik. Published by cheps/ut, postbus 217, 7500 AEenschede, cheps-secretariaat@bbt.utwente.nl 5. National report on the status and development of education of the Republic of Kazakhstan, (Executive summary), Astana, 2011; // source taken from: http://www.edu.gov.kz/fileadmin/user_www. government.kz – web-site of the Government (Cabinet of Ministers). 6. Reviews of National Policiesfor EducationHigher Educationin Kazakhstan / organisation for economic co-operation and development, source taken from: /www.oecd.org/publishing 7. Theories of Personality Book by Calvin S. Hall, Gardner Lindzey, John B. Campbell. source taken from: http://sociologyindex.com/books_personality_socialization.htm 8. Chernick BP Effective participation in educational fairs. – Novosibirsk, 2001, pp 130-131. See. in english. European Higher Education Area, EHEA by Jessica Rassel. European Higher Education Area – EHEA Logo European Higher Education 9. National Action Plan of the Republic of Kazakhstan «Education for All». Astana: Ministry of Education and Science of the Republic of Kazakhstan, 2003. 10. L.Y.Gurevich, D. I. H., Professor, source taken from: welcomebisam.kz www.bisam.kzInternational Academy of Busines. 11. Bordovsky N. Century, Rean A. A. Pedagogy: a Training manual. – SPb.: Peter, 2006. -304 p: Il. – (Series called «textbook»). 12. Solodov E.A. New models in education: a Synergetic approach / Synergetics: from past to future. No. 56/ Future Russia. No. 15: Librokom, 2013. – 344 p. 13. Spring, Joel 2007 A new paradigm for global school systems: 2007. 14. Fullan, Michael G. The new meaning of educational change / 1991. Social & Behavioral Sc. Li 15. Butterworth, George. 1990 Causes of development. Social & Behavioral Sc. Lib. 16. Internationalization of Higher Education in University Institution Rankings: The Influence of National Culture Blanca L. Delgado-Márquez Nuria E. Hurtado-Torres Yaroslava Bondar University of Granada (Spain) Journal of International Education and Leadership Volume 2, Issue 1 Spring 2012, source taken from: http://www.jielusa.org/home ISSN:2161-7252. 17. Plomp, Tj. 2003 Cross-national information and communication technology policies and practices in education / Social & Behavioral Sc. Lib. 18. Shavit, Yossi2007.Stratification in higher education: Social & Behavioral Sc. Lib. 19. Hofstede, Geert.2005Cultures and organizations. Social & Behavioral Sc. Lib. 20. The World Bank, Kazakhstan-World Bank Joint Economic Research Program (2012) source take from: https: //www.google.kz/?gws_rd=ssl#q=+education+of+Kazakhstan2013+report+of+Asian +Development+Bank6. 21. Vakhshtayn Victor Semenovich. After modernization. Cross-national review of systems of the higher education: features of the Atlantic model / the Center of fundamental sociology of National research university «The Higher School of Economy», Academic Council / 1 the 2014 Integration into the international educational space. Journal №11,2013 Academic Council / 1 the 2014).

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II. Medical Science

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Innovative development of a medicinal preparation from vegetable raw materialS Galiya Sayakova Shinar Saburova Kazakh National Medical University named after S.D. Asfendiyarov, Almaty, Kazakhstan E-mail: avicenna.kz@bk.ru

Abstract We studied the properties of various cosmetic oils, which have a nourishing, moisturizing, rejuvenating, anti-inflammatory action that normalizes the function of the sebaceous glands. In this regard, a moisturizing hand cream has been developed. This paper describes, the main ingredients of the cream and their individual effect on the skin. Key words: moisturizing cream, natural cosmetics, oil “Kyzyl May, “Shea” butter, beeswax, essential oils. Relevance Many cosmetic defects and skin problems can be eliminated by using certain oils. Their uniqueness in the possibility of application for all skin types: dry, normal, combined and even oily. After the rapid growth of the cosmetic industry, cosmetics began to be created on the basis of synthetic and mineral oils. Today, the interest in natural, organic cosmetics is reviving and cosmetic products based on vegetable extracts and oils are becoming increasingly popular and topical. Materials and methods. The main task of the research was the selection of various components of plant origin, the creation of a hand cream, which has a moisturizing effect and does not cause skin irritation. We used the plant origin – ingredients, methods of chemical and physical-chemical analysis. Results of research: The used objects of vegetable origin are developed on the basis of «Kyzyl May» and «Shea» oils. The studies were carried out mainly on the basis of known methods for the presence of flavonoids, which possess an anti-inflammatory effect. The following reactions were carried out on flavonoids: with alkali, concentrated sulfuric acid with metallic magnesium, aluminum chloride, vanillin in hydrochloric acid. Thin layer sorbent (TLC) chromatography was also carried out using Silufol plates and the following solvent systems: butyl alcohol-acetic acid-water (8: 2: 10), chloroform-acetic acid (18: 2), ethyl acetate-formic acid-water (7: 1.5: 1.7). Flavones and flavonol-3-glycosides in UV light are detected as brown spots: flavonols and their 7-glycosides are in the form of yellow or yellow-green spots.

Discussion and conclusion The component «Kyzyl May», used in our composition, is a herbal remedy. Polyfitic oil «Kyzyl May» is a medicinal product, which is a natural extract made according to the recipe of Altai old believers and original technology from 7 types of medicinal plants. The structure of Kyzyl

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May includes: St. John’s Wort, leaves of nettle, hips, licorice roots, creeping thyme grass, lemon balm leaves, sea-buckthorn oil and sunflower oil. The complex of biologically active substances that make up the herbs (mainly saponin glycosides – glycyrrhizin, as well as essential oils, peptides, vitamins and minerals) have anti-inflammatory antibacterial, wound-healing, regenerating, general-toning action. The raw materials for obtaining Kyzyl May are plants harvested in ecologically clean areas of the Zailiysky Alatau during the period of maximum accumulation of pharmacologically active substances. Technological operations are of great importance: a gentle temperature extraction, the use of natural extractants, the inadmissibility of preservatives, colorants. Also the cream includes «shea» butter – a solid fat with a slight walnut odor, which was presented to the color of ivory, acquiring a slightly yellowish tint. Shea butter is isolated from the fruit pulp of the Shi tree and grows mainly in the countries of West and Central Africa. The excellent emollient ability of the oil is effective against excessively dry and coarse areas of the skin of the body (hands, elbows, knees, feet, etc.). This property of she butter makes it indispensable for dry and dehydrated skin with signs of peeling, unevenness and roughness. The ability to influence the synthesis of collagen and elastin, as well as the restoring and rejuvenating properties of the oil, fight the visible signs of skin aging and aging, increase elasticity and elasticity, improve the skin turgor, smooth wrinkles, and improve the complexion. These components were used because the positive sides of vegetable oils are the content of vitamins, macro and microelements, the presence of polyunsaturated fatty acids, biologically active substances and other necessary skin connections. Vegetable oils are much superior to synthetic products, and do not contain harmful substances. Due to the lack of preservatives, fragrances, dyes and other chemicals, the risk of allergic reactions during their use is minimal, although one should consider the possibility of individual intolerance. In most cases, these drugs are suitable for the most sensitive skin. And most importantly, the composition of vegetable oils are close to human skin, which causes their excellent perception of the skin, good absorbency and maximum absorption of nutrients. It is known that the base remains unchanged, giving the medium the necessary texture, consistency and specific features. And that the cosmetic product has acquired any effect, moisturized or nourished the skin, we have added to it the relevant components – oils, extracts and complexes of substances. This paper, consideres the characteristics of «Kyzyl May» and «shi» oil and their effect on the skin. To obtain the cream of a solid texture, we used beeswax – a simple lipid, containing mostly miracil palmitate, which was solid in consistency. The chemical structure of wax is an esters of fatty acids and higher monohydric alcohols. Essential oils were used to make the fragrance. You can use various essential oils: lemon, lavender, fir, etc. Currently, the developed cream has been handed over to pharmacologists, for compatibility analysis and study of its action on the skin of the hands, which has been the subject of further research for practical use.

conclusion Thus, we conducted a thorough analysis of flavonoids, which contained a moisturizing effect in the cream developed by us. What allows in the future to develop new creams based on this plant raw materials.

References 1. Khabrieva, R.U., Manual on experimental (preclinical) study of new pharmacological substances / R.U. Khabriev. – M., 2005. 767.р 2. Guskova, TA, Preclinical toxicological study of medicines, as a guarantee of the safety of their clinical trials / Т.А. Guskova // Toxicological Herald. – 2015. – № 5. – P. 2-5. 3. Ellas M., Carney J. African shea butter: A feminized subsidy from nature / Africa. – Edinburgh, 2007. – P. 37, No. 1. – P. 37-57. 4. Minaev SV, Ellas M., Carney J. African oil tree: Feminized natural subsidy // Social and human sciences. Domestic and foreign literature. Series 9: Oriental Studies.670 р.

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Effective management of medical schools AS A FACTOR IN THE PREPARATION OF COMPETITIVE MEDICAL PERSONNEL Kamalidin O. Sharipov (Skamalidin@mail.ru) Konstantin A. Bulygin (kostyaapr@mail.ru) Saltanat S. Zhakypbekova (s.zhakypbekova@mail.ru) Asfendiyarov National Medical University, Almaty, Kazakhstan

Abstract Effective management of medical schools in the current economic conditions and tough competition is a complex process aimed at training competitive staff and engage the leading positions in various international ranking system of universities (QS World University Rankings, etc.). In this paper, we report the results achieved by the effective management in one of the oldest universities of Kazakhstan â&#x20AC;&#x201C; Asfendiyarov KazNMU. Key words: Effective management, competitiveness, medical personnel, medical university, national status, achievement. Relevance The fundamental basis of management is based on the recognition of the market as a means of ensuring a dignified life for every citizen. Economic activity of business entities focused on social needs of the population. Any person are provided equal opportunities for active participation in the economic life of society. As a principle of social market economy must be recognized is the equality in opportunities and not in receipt of benefits, as this is the basic position for all and creates a powerful incentive to work actively. The philosophy of the organization management should be based on recognized government social values, such as: unemployment, high income of all employees, the extent of polarization of their income, their health, high duration and quality of life. On the basis of public policy priority in these areas is the health of the nation, which in turn depends on effective management in healthcare organizations, including long-term quality of medical training. Effective management of medical institutions in modern conditions of managing is a complex process, key to which are the right choice of goals and objectives, the study and deep analysis of the achieved level of educational work, the system of efficient planning, organization of teaching staff, selection of the optimal ways to increase the level of educational services and effective control over the learning process [1]. Strengthening and enhancing the role of science and academic mobility, students and teachers in the educational process contributes to the occupation of the highest ratings in the various international systems of ranking of Universities (QS World University Rankings, etc.). In the present work, we report the achieved results of effective management in one of the oldest Universities of Kazakhstan S. D. Asfendiyarov KazNMU. S. D. Asfendiyarov KazNMU has a long history of formation, development and improvement of its activities aimed at implementing the Mission, Vision and Strategic goals of the University.

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Today this University is one of 10 innovative universities in the country. Having great pedagogical and scientific potential in its history, it has produced more than 65,000 highly qualified and competitive specialists of healthcare and pharmacy, which successfully work in our country and in countries near and far abroad [3].

Excursion to the past University under the name of Kazakh State medical Institute (Kazmmi) was opened in 1930 according to the Decree of Council of people’s Commissars of the Russian Union of Federated Socialist Republics. Director of the Institute was appointed a graduate of the Imperial Military Medical Academy Sanzhar Dzafarovich Asfendiarov. He began his work December 2, 1930, so early December 2008 became to be celebrated every year as «Days of University». At the time of opening was created 10 departments of the medical faculty. The first reception of applications and documents of applicants took place in December 1930. In the spring of 1931 135 people from the families of laborers, the poor and servants were enrolled without entrance examinations by results of interview. In 1931 the staff of the Institute consisted of 5 professors, 4 associate professors, 2 teachers and 13 assistant. In 1936 the medical school produced the first doctors. A medical degree received 66 students, of which 12 graduated with honors. Acute shortage of children’s doctors demanded the opening of the pediatric faculty in 1936. The educational base of the Institute gradually expanded. The clinical departments are housed in the offices of the Red Сross hospital. The Department of ophthalmology was opened in the building of the Institute of eye diseases and Department of infectious diseases was in the city infectious diseases hospital. The invaluable contribution of medical workers was noted in the great victory over Nazi Germany. His contribution made our graduates. In 1941, from the medical Institute went to the front as volunteer soldiers and doctors, more than 500 students and staff. In 1943 was opened the sanitary-hygienic faculty due to the growth and expansion of industrial defense enterprises in the territory of the Republic, the huge influx of evacuees and the risk of epidemics. During the war 1948 doctors was produced by this medical school, most of whom (75%) went to the front. The names of the dead medical students, teachers, and Heroes of the Soviet Union Manshuk Mametova and Vladimir Ivanilov forever engraved on a memorial plate of the University. Fifties-sixties – the development of virgin and fallow lands, construction of new hospitals, which became the bases of the first medical and the prevention of epidemics of especially dangerous infections was a new milestone in the history of the medical Institute.

KazNMU today In the course of the reform of national medical education in 2007 the faculty of General medicine, the faculty of management of healthcare and the faculty of pharmacy were opened. Currently the University trains students on the following specialties: General medicine, dentistry, pharmacy, pharmaceutical industry, public health, preventive medicine, management, nursing, which cover almost the entire spectrum of modern medical education. 6 faculties of the University enrolls more than 11 thousand students, interns, residents, masters and PhD students from Kazakhstan and other 17 countries. The annual output of graduates is about 2.5 thousand. In addition, the University is training and retraining of practicing doctors, pharmacists and nurses in all areas of health and pharmacy. Educational process and scientific work of KazNMU provides a unique teaching staff: well-known scientists, teachers of the Republic, academicians, honored workers of science and education, honored doctors and pharmacists, State prize laureates, honors the health and education of Kazakhstan. 124 departments/ modules/courses of the University are teaching 1554 teachers, including 6 academicians and 3 corresponding members of National Academy of Sciences, 2 academician of the Russian Academy of Sciences, 20 members of the Academy of Preventive Medicine and the Academy of Natural Sciences of the Republic of Kazakhstan, the 15 members of international academies, 15 laureates of State prize of the Republic of Kazakhstan, 71 honored worker of the Republic of Kazakhstan, 45 honored doctors of the Republic of Kazakhstan, more than 650 doctors and candidates of medical Sciences, PhDs and masters. 48

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Honorary professors of KazNMU are 73 teacher and scientists from 30 countries, including 3 Nobel laureates, the President of the world Federation for medical education, the members of the Association of medical Schools in Europe and other authoritative international organizations. The University carries out scientific-research and medical Advisory work as integration of education with science and practice. The University remains the largest innovation center. For effective interaction with partners, the University has developed as Innovative-educational consortium «Corporate University» with the implementation of management by the Supervisory Board, created by the order of Health ministry of Kazakhstan (№ 601 dated 10-09-2011). There are functioning of the scientific Council, Dissertation Advice PhD in health organization and technologies for pharmaceutical industry, Research Council, Clinical Council, the quality Council, the Ethical Council, the Council of elders, Coordinating Council, and a number of other Advisory authorities. In 2010 KazNMU staff developed a competence-oriented Model of medical education. This was the first model of medical education among medical universities of the country. The model based on the formation of graduates of the University five key competencies: knowledge, practical, communication and legal skills, continuous self-improvement (Certificate copyright X 266, dated 8.02.2012 by Committee on the rights of the intellectual property of justice department of Kazakhstan). The transition to credit technology of training of undergraduate occurred in 2011-2012, supported by the Health Ministry and the Ministry of education and science. In this regard, the organizational structure of the University has undergone several major changes, and, since 2010 created a number of innovative subdivisions: research Institute of fundamental and applied medicine named after B. Atchabarov, Institute of development University, Institute of postgraduate education, Institute of dentistry, Institute of pharmacy. Institute of public health, Institute of clinical pharmacology, Institute of nursing, Department of educational and methodical work, Educational departments in areas of training – 10, Committees of educational programs – 10, School of vaccinology named after R. D. Aspetov, School of pedagogical skills named after H. S. Nasybullina, the Center of practical skills named after K. Kozhakanov, the Center of communicative skills named after Julia Draper, Centre for educational technology named after Avanesov, Center of analysis monitoring education quality and accreditation, the Centre for integrated education, the Office of public Affairs, which coordinates the development, implementation, and evaluation of the quality of educational programs, division of graduate and PhD-doctoral studies. KazNMU cooperates with 116 universities, research centers and organizations from the countries of near and far abroad, including TOP 500 universities, implementing joint scientific, research and educational projects. Between 2010 and 2015, the University became an institutional member of 12 international Associations in the field of education and research.

The Achievement of KazNMU 85-th anniversary of Kazakh National Medical University came up with significant advancements in all areas of activities. The quality management system (QMS) of the University in 2012 was recognized as the best among the University’s QMS the whole Caspian region and the best among organizations of Kazakhstan, SGS Group certified according to ISO-9001. Evidence of National recognition of the quality of education is the Institutional accreditation of the University with the participation of experts from the world Federation of medical education (2013); State certification University justice department and the ministry of education and science of Kazakhstan (2013). KazNMU is the rightful owner of the people’s quality mark «Impeccable» national League of consumers of Kazakhstan (2013). The results of statistical ranking, conducted by the National business rating, KazNMU has entered the TOP 35 universities in the countries of the customs Union with high efficiency and was awarded the medal «Leader of Kazakhstan» (2013-2015). For several years the University confirms the high quality of its educational programs and provides an effective educational environment, occupying a leading position in the National rankings. These rankings held annually by Independent Kazakhstan Agency for quality assurance in education (IQAA), an Independent Agency of accreditation and rating (IAAR), the Center of Bologna process and academic mobility of the ministry of education and science of Kazakhstan. So, in 2014 it was recognized as the first among the medical universities of the country, entered the list of universities in TOP 30 and in the rankings of educational health programs and pharmacy in 20122015 KazNMU became the best medical University in Kazakhstan [4]. 49

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Thus, KazNMU, thanks to good management and rational using resources, developing along with the country, experiencing the era of the new aspirations of our young country to join the top 30 most developed countries of the world. It should be noted that the national status of the University is realized in the framework of corporate culture. The basic values to be followed by faculty, staff and students are Serving the people, Professionalism, Respect for students, Respect teachers, High reputation of the University, the Continuity of generations, focus on the future; compliance with Codes of honor student, faculty and staff; adherence to tradition; the implementation of a program of personal growth and development of the student [2]. The desire to create of the harmonious and well-educated personality of a future doctor, harmony in relationships, established traditions have become the basis of KazNMU symbol – «Vitruvian man» supported by the phrase «University ad Aeternae gloriae» («Eternal glory to the University»).

References 1. Gadzhiahmedov D. B. Effective management of the educational services of the University. – Makhachkala 2005 2. Petrides, L.A., Nguyen, L. 2006. Knowledge management trends: Challenges and opportunities for educational institutions. In A. Metcafle (Ed). KnowledgeManagement and Higher Education: 2133. Hershey, PA: Information Science Publishing 3. The first medical University in Kazakhstan. Almaty. Book 1 . 2015. 375с. 4. Tabaeva A. A. Image-making as an important aspect of University marketing (on the example of S. D. Asfendiyarov KazNMU. Bulletin of KazNMU. 2015. P. 538-543.

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Al-Farabi Kazakh National University (KazNU) adopting Bologna process determined significant Modern Education changes in education system. Most notably, education transferred to three level system: Bachelor’s program, and Research Institute Master’s program, andPhD’s studies. In that case, the issues of integrating education process with European universities-parties to the Bologna convention and establishing unified system of assuring education qualBrussels, Belgium ity are of primary importance [1, p.64; 2, p. 3]. At present time, KazNU, bing the chief +32488866865 university in the Republic of Kazakhstan, dictates main trends in development of education. In the QSUniversity Ranking of2015-2016 the KazNU improved its position from 275 to236 rank. Advances of online@moderneducationinstitute.com the university are based on constant improving and modernization of education process, including work on typical and main curriculums, and system of assesshttp://moderneducationinstitute.com ment of lecturers’ work quality and students’ knowledge. Academic mobility plays an important role in assuring education quality. Students of KazNU and other Kazakhstan universalities are able at all three levels of education to undergo education or training for a semester in the leading American and European universities. Expenses of students on travelling, accommodation, and studying are covered by the Kazakh National University. Furthermore, postgraduate students –Master’s degree and PhD’s students – Editorial Board are obliged to undergo training abroad by curriculum, which is stipulated via corresponding components and credits [3, p. 4].Due to that, hundreds of students of KazNU travel abroad to study and conduct research yearly. That said, it’s quite difficult to discuss the issue of academic mobility within the whole university or any of its faculties. Furthermore,Ekaterina the issues areTsaranok within sphere of departments. That’s why, we shall focus on academic mobility of students majoring in colloid chemistry and studying at the chair Director of analytical and colloid chemistry and technology of for rareEducational elements of Programmes the faculty of chemistry and chemistry technology of the KazNU.Modern Education & Research Institute The personnel on the chair of analytical and colloid chemistry and technology of rare elements include 45 lecturers. They teach students on more detailed specializations within three large spheres: analytical chemistry, colloid chemistry, and technology of rare elements (TRE). Axana Pozdnyakova KazNU has been developing colloid chemistry since 1973, first at a separate chair of colloid chemistry, which is currently merged with the chair of analytical chemistry and TRE.Eleven lecturers, including four Director for Development Professors, Doctors of Chemistry, three associated professors, and four chief lecturers with degree of CanModern Education & Research Institute didate of Chemistry, specialize on colloid chemistry. Research is mainly focused oncomplexes of natural and synthetic polymers and surfactants and their use as flocculants, flotation agents, emulgators,structuring agents, etc. Research on special nutritive colloids, bioby logical dispersals, anti-microbal compounds, andDesign sewage treatment is also actively carried out [4, p. 19]. Mainly, researches are executed within programs sponsored by the Ministry of Education and Science of Ksenia Kolosova Republicof Kazakhstan (RK).Students take active part in performing studies. Also, our foreign fellows greatly froonzick@mail.ru help us in our research by receiving our students in their laboratories. The chair maintains close links with leading centers of colloid chemistry in European universities who receive our Master’s and PhD students. At the same time, professors in these universities are academic advisers for our PhD students’ theses. Table 1 lists universities where our PhD students performed their research. PhD School was established in KazNU in 2005, and first students graduated in 2008. The first five PhD students on faculty of chemistry and chemical technology, who graduated in 2008, include NurlanStamkulov, a specialist in colloid chemistry, who performed his studies on stabilization of emulsions with polymer compounds in the laboratory of Colloid Chemistry in Imperial College (London, UK). Table 1. Training of Ph-doctoral students on profile «Colloid Chemistry»

Data of graduating

№

Name

Internship place

Stamkulov Nurlan

2008

Imperial College of London (London, United Kingdom)

Bolatova Didar

2009

Imperial College of London (London, United Kingdom); University of Szeged(Szeged, Hungary); Research center «Demokrit» (Athens, Greece)

Rakhimbayeva Dinara

2011

Imperial College of London (London, United Kingdom)

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