Defense of the dissertation of Ниязова Гулияш Балкеновна for the degree of Doctor of Philosophy (PhD) in the specialty «6D012300 - Әлеуметтік педагогика және өзін-өзі тану»
L.N. Gumilyov Eurasian National University, a dissertation defense for the degree of Doctor of Philosophy (PhD) by Ниязова Гулияш Балкеновна on the topic «Management of quality assurance processes of the educational programme» by specialty «6D012300 – Әлеуметтік педагогика және өзін-өзі тану».
The dissertation was carried out at the «Department of Pedagogy» of L.N. Gumilyov Eurasian National University.
The language of defense is russian
Official reviewers:
Шкутина Лариса Арнольдовна - Doctor of Science, Professor, professor
Temporary members of the Dissertation Committee:
Scientific advisors:
Menlibekova Gulbakhyt Zholdasbekovna – Doctor of Pedagogical Sciences, Professor of the Department of Psychology, L.N. Gumilyov Eurasian National University (Astana, Republic of Kazakhstan)
Irina Koleva Koleva – Doctor of Pedagogical Sciences, Professor of the Sofia University "St. Kliment Ohridski" (Sofia, Bulgaria)
The defense will take place on December 09, 2025, at 10:00 AM in the Dissertation Council for the training direction «8D018 – Training in social pedagogy» in the specialty «6D012300 – Әлеуметтік педагогика және өзін-өзі тану» of L.N. Gumilyov Eurasian National University. The defense meeting is planned to be held online.
Link: https://clck.ru/3Q8Qxm
Address: Астана қ., А. Янушкевич көшесі, 6, 106 аудитория.
Abstract (English): ABSTRACT of the dissertation of Guliyash Balkenovna Niyazova on “Management of quality assurance processes of the educational programme” submitted for the degree of Doctor of Philosophy (PhD) in speciality 6D012300 – «Social pedagogy and self-knowledge» Research relevance is determined by the state's educational policy, priority areas for preserving national identity through improving the education system, ensuring a variety of educational and training services, while maintaining the best traditions, and modern requirements for the development of the country's human resources, which are reflected in the annual Addresses to the Nation of the President of the Republic of Kazakhstan. The national education system's commitment to meeting European requirements for training next-generation personnel is driven by the Bologna Process, which requires more flexible approaches to education and maintains a high level of quality. Contemporary higher education operates in a context of profound transformation caused by globalization, digitalization, and increased demands on the effectiveness and transparency of universities. In this context, ensuring the quality of educational programs is particularly important as a key element in developing academic potential, building human capital, and sustainable societal development. Issues of educational programme quality extend beyond curriculum evaluation and encompass processes such as content design, implementation of a competency-based approach, internal performance assessment, monitoring and feedback, resource management, and stakeholder engagement. These processes, which underpin program performance, are the subject of scientific analysis and management intervention. In the contemporary conditions of autonomy, the quality of the educational programme is a guarantee of the universities recognition not only in the national but also in the international educational space, the competitiveness of graduates, which determines the development of pedagogical theory aimed at defining the key processes of ensuring the quality of the educational programme with a social and pedagogical focus and approaches to managing them. Increased flexibility and opportunities for implementing innovative approaches facilitate a more accurate alignment of educational products with the current needs of students and labor market demands. An educational programme, as an organizational and methodological document structuring the content and scope of knowledge, the forms of organizing the educational process, the mechanism for assessing learning success, and other aspects, is a significant element of quality assurance and the successful implementation of state educational policy. In the context of expanding academic autonomy universities of Kazakhstan, integration with the European Higher Education Area, and the implementation of digital transformation strategies (digital university, university 4.0), there is a pressing need to develop scientifically based models for managing the quality of educational programs based on international quality standards (ESG, ISO 9001, ISO 37000), as well as national regulations and professional standards. The higher education and science of our country are based on the principles of equality, accessibility, continuity, and individualization of education. The integration of scientific advances into education is recognized as a key factor in ensuring competitiveness and the continued export of educational services. Universities, in line with their third mission, are expanding their interactions with various institutions in the education system, healthcare, social and legal protection, and other sectors of the economy of country. Increased government and societal attention to inclusion, mental health, and the transformation of the younger generation creates a need for interdisciplinary specialists with competencies in psychological and pedagogical support, mediation, family work, and crisis counseling. That way, social and pedagogical work is embedded in the context of global processes aimed at ensuring the well-being of society and developing a new quality of teaching staff. Social educators are becoming the link between school, family, and society, yet there is evidence of an exponential decline in the number of people seeking this profession. Over the past three years, the number of graduates of social education programmes has fallen by more than 60%. The dissertation is aimed at finding an effective methodology for managing the quality assurance processes of an educational program and scientific substantiation of the main provisions for improving the internal quality system of a university using the example of a program for training social educators. Today, the scientific and pedagogical resources devoted to the conceptual and methodological problems of individual socialization are sufficient. Among the researchers studying key aspects of social and pedagogical science, it is worth noting Kazakh educators such as Zhumabayev M. and Aimauytov Zh.; Soviet scientists such as Davydov V.V., Babansky Yu.K., and Lerner I.Ya.; and Kazakh researchers such as Abdil'din Zh.M., Khmel N.D., Moldazhanova A.A., Balykbayev T.O., Khan N.N., and Suleimenov I.E. Problems of sociological and cultural aspects of social pedagogy, training and education are reflected in the works of Chernilevsky D.V., Pesotsky Yu.S., Zimnyaya I.A., Mardakhaev L.V., Galaguzova M.A., Serikov V.V., Seyitkazy P.B., Shalgynbaeva K.K., Atemova K.T., Albytova N.P., Sholpankulova G.N., Slambekova T.S., Zhukenova G.B., Abdykhalykova Zh.E., Berikkhanova A.E. Higher education is increasingly expected to contribute to economic and social development, meet accountability requirements, and establish closer ties with various stakeholders. The challenges of ensuring the quality of educational services are becoming more pressing with the expansion of globalization and the internationalization of training future professionals for the international labor market. The conceptual and methodological foundations of educational quality have been explored in the works of both foreign and domestic scientists. An analysis of psychological and pedagogical literature shows that issues of quality management of educational programs have been considered from several aspects in different areas: an integrated system including various components (Shewhart T., Deming W.), activities aimed at planning, implementing and monitoring the quality of educational programmes and quality modeling (EFQM – the European Excellence Model or the ISO 9001 model), the object of educational management; resource allocation, motivation of teachers and students, as well as the establishment of effective communications in the educational environment. Scientific works of foreign scientists considering the issues of quality of higher education demonstrate the diversity of approaches to ensuring the quality of education: Thomas A. – institutional self-assessment of higher education in England;Chu A., Westerheijden D.F. – quality policy of higher education provision in the Netherlands; Titimus P.M. – big data analytics in HE; Hsu Y.-P. – development of quality culture of HE in Taiwan; Porubčanová D. et al. – education efficiency in Slovak universities; Laura Icela G.P., María Soledad R. – education system modeling, Khmelevskaya S.V., Malega P., Majerník M., Tabishev T.A. – quality management standardization. The scientific works of domestics scientists also reveal various aspects of the quality of education: Omirbaev S.M., Zhumagulova A.B. – quality assurance based on ESG and regulatory legal acts; Mukanova S.D., Abildina S.K., Mukataev A.A. – internal quality system as a component of a three-dimensional national model; Kulekeyev Zh.A., Skiba M.A. – management and standardization of the quality of higher education; Mutanov G., Mamykova Z. – data management for decision-making; Abibulaeva A.B. – change as a consequence of social order; Saulembekova G.S., Skiba M.A. – an ecosystem approach to ensuring the quality of education, Dlimbetova G.K. – management of the greening of education. Scientific and methodological aspects of innovation management in education are presented in the works of Mukanova S.D., Bokaev B. Despite the development of institutional mechanisms for quality assurance in higher education institutions, including the creation of specialized structures and the implementation of internal quality assurance systems (IQAS) with a focus on the ESG standards (Standards and Guidelines for Quality Assurance in the European Higher Education Area, 2015), WFME (Global Standards for Quality Improvement, 2015), as well as the implementation of the principles of the Bologna process, the problem of integrating quality assurance processes into the management system of a university based on the concept of “quality assurance through quality management of an educational programme” remains insufficiently developed in both theoretical and practical aspects. An analysis of current practices in the organization of higher and postgraduate education in the context of the development needs of education and science in Kazakhstan revealed a contradiction between the need for universities to manage educational program quality assurance processes and the inadequacy of the higher education system's theoretical and methodological knowledge and methodological support for developing a system of in-university quality assurance management as a value-oriented activity. Among the most significant are the following: 1) a contradiction between the need to manage educational programme quality assurance processes and the insufficient theoretical and practical development of the system for internal quality assurance of educational programmes; 2) a discrepancy between the growing demands for managing educational programme quality processes and the insufficient development of this problem in pedagogical science. 3) a contradiction between international reforms and interpretations of key concepts such as "education quality" and "quality assurance management for educational programmes," as well as the lack of a standard, understandable, and methodological framework among national stakeholders in the field of education quality, which complicates the implementation of coordinated policies and management decisions. 4) a contradiction between the experience of implementing internal quality assurance for education and the lack of a quality assurance management model for educational programmes adapted to the new conditions of the educational environment. Furthermore, a study of the state of development of quality assurance process management in pedagogical science revealed a contradiction between the objective need for highly qualified social educators in the education system and the actual state of this issue. The relevance of the problem and its insufficient scientific development determined the choice of the topic "Management of quality assurance processes of the educational programme". In our research, the management of quality assurance processes is considered from the perspective of quality assurance of the educational programme for teaching social educators. The purpose of the research: to develop a theoretical and methodological foundations and methodological support for management the quality processes of an educational programme. The object of the research: quality processes of providing educational programmes in a higher education institution. The subject of the research: management of quality assurance processes of the educational programme in a higher education institution. Hypothesis of research: if theoretical and methodological foundations for managing the processes of quality assurance of an educational programme are developed, this will contribute to improving the quality of education and the competitiveness of graduates of a higher education institution, since managing the processes of quality assurance of an educational programme is an effective mechanism for regulating the activities of higher education institutions aimed at increasing the efficiency of the educational services provided. To achieve the purpose and check the hypothesis, we have defined the following research objectives: 1. Substantiate the theoretical and methodological foundations for management of the educational programme quality assurance processes. 2. Clarify the concepts of "education quality" and "management of quality assurance process of the educational programme". 3. Develop a model for management of quality assurance processes of the educational programme. 4. Experimentally test the effectiveness of the model for management of quality assurance process of the educational programme. Leading idea: the integration of the model of the management of quality assurance process of the educational programme into the institutional quality assurance system contributes to the successful implementation of state policy in area of improving the quality of higher and postgraduate education, the effectiveness of a higher education institution, and strengthening the competitiveness of graduates in the national and international labor markets. The theoretical and methodological foundation of the dissertation research are formed by the systems, process, activity, competence, personality-oriented, axiological approaches, as well as approaches based on the focus on results and digital transformation; quality management principles (TQM, EFQM, PDCA, SSM); Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), Sustainable Development Goals, International quality assurance standards ISO 9000 series and quality assurance standards of the accreditation agency IAAR. The theoretical bases for quality assurance in education were laid in the scientists’ works of Lednev V.S., Tatur Yu.G., Serikov V.V., and Motova G.N. The development of the concept of internal quality and quality management systems is presented in the publications of foreign researchers: Hazelkorn E., Salmi J., Altbach P., Stensaker B. The national context is revealed in the works of Omirbaev S.M., Skiba M.A., Menlibekova G.Zh., Maltekbasov M.Zh., Akhmetova A.I., Aibergen A.I., Minazheva G.S. and others. To achieve the purpose and solve the set research objectives, complementary and mutually verifying research methods were used: Theoretical methods: analysis of philosophical, psychological, pedagogical, scientific and methodological literature, as well as legislative and regulatory acts directly related to the research topic; construction of theoretical models of the phenomenon under study; generalization and synthesis of theoretical positions and empirical data; conducting a comparative analysis to identify similarities and differences between the objects and phenomena under study. Empirical methods: analysis of monitoring research results and experimental data; conducting questionnaires and surveys of participants in quality assurance processes; expert evaluation with the involvement of education specialists to confirm the reliability of the results obtained. Methods of statistical data processing: application of methods of quantitative and qualitative analysis of experimental material; statistical processing of results. Modeling methods: research of process; use of case analysis and elements of action research to identify cause-and-effect relationships and develop practical recommendations. The research sources include Standards and guidelines for quality assurance in the European Higher Education Area, regulatory legal acts, scientific works by international and Kazakh scientists, specialized theories and practices of quality assurance and management processes, and data from the websites of authorized bodies in the field of education and science. The collection and processing of empirical data was obtained through experimental work using diagnostic methods and monitoring tools. Research base: Non-profit Joint-Stock Company "East Kazakhstan University named after Sarsen Amanzholov", Non-profit Joint-Stock Company "West Kazakhstan University named after Makhambet Utemisov". Research Stages: The research was conducted from 2019 to the present in three stages. Stage One (2019-2021): – study of the current state of the research problem in philosophical, psychological, and pedagogical literature; analysis of scientific literature and the regulatory framework in the field of education quality. – study of models and international quality standards (ESG, ISO, IAAR, ASIIN, etc.); – substantiation of the methodological foundations and conceptual framework of the research. – commencement of experimental work. Second stage (2021-2024): – identifying the main processes of management of the quality for the educational programme; – developing a model of management of quality assurance processes based on a process approach. – developing a methodology for calculating parameters, criteria, indicators, and algorithms for monitoring the quality of the educational programme. Third stage (2024-2025): – conducting an empirical analysis of educational program quality management practices. – expert assessment of the model applicability under conditions of academic autonomy. – summarizing the results, formulating recommendations, and develop scientific conclusions. Scientific novelty of research: Based on the identified prerequisites for the research of “quality management of the educational programme”, a theoretical and methodological framework for the research amongst the management of quality assurance processes of the educational programme has been developed: – studied philosophical and pedagogical approaches to determining the structure of management of quality assurance processes of the educational programme. – conducted аn analysis of international and Kazakhstan experience in ensuring and management of quality of the educational programmes, current state of development and implementation of educational programmes for teaching social educators at higher education institutions in the Republic of Kazakhstan and developed recommendations for modernization of educational programme. – clarified the concepts of “quality of education” and “management of quality assurance processes of the educational programme”; the concepts of “quality of education”; – developed a model for management of quality assurance processes of the educational programme and implemented into practice, the methodological foundations of which are based on the concepts of quality management (TQM, EFQM, PDCA, SSM), the philosophy of education, the ideas of sustainable development and digital transformation. – developed and tested teaching and methodological materials: developed learning outcomes for the bachelor's degree programme, has been developed and implemented an educational programme for the advanced training course for teachers “Research and project activities of primary school students”, diagnostic tools for assessing the satisfaction of internal stakeholders with the quality assurance system of higher education institutes, as well as the satisfaction of employers with the quality of graduates of educational programme for teaching social educator. Theoretical significance of research: – provided definitions of the concepts of “education quality” and “management of quality assurance processes of the educational programme”; – identified and systematized the components of management of quality assurance processes of the educational programme. – developed and experimentally tested a model of management of quality assurance processes of the educational programme, is its effectiveness and it is integrated into the internal quality assurance system of higher education institutions. Practical significance of research: – main principles for quality assurance of educational programmes, as well as diagnostic tools for assessing the satisfaction of internal stakeholders and employers, have been developed and implemented in higher education institutions. – an educational programme for the advanced training course “Research and project activities of primary school students” was developed and implemented, aimed at developing graduates’ skills and competencies in “lagging topics”; – the model for model management of quality assurance processes of the educational programme can be used in higher and postgraduate education organizations, and can also find application in the practice of organizing all levels of education; in the activities of accreditation centers for quality assurance in the field of higher education; – a unique system of learning outcomes has been developed for the educational programme for teaching social educators at the bachelor’s level (LO 16). The main provisions submitted for defense: 1. Defining the essence of the concept of “quality education” and “management of quality assurance processes of the educational programme”. Quality education is not so much the result of meeting predetermined criteria, but rather an Higher education institution way of being in a complex, changing, and interconnected world. It is precisely as a multifaceted, contextually determined phenomenon that we should understand the dynamic and evolving nature of the academic ecosystem, focused on upholding the values of education in society, fostering personal development, and achieving long-term development goals. management of quality assurance processes of the educational programme involves organizing and implementing a system of mutually reinforcing procedures and principles, including ensuring the quality of the design, implementation, monitoring, and improvement of the educational programme in accordance with modern quality standards (ESG, ISO, and accreditation centers). 2. Theoretical and methodological foundations for management of quality assurance processes of the educational programme. A systematization of quality assurance process management components, which represent a cycle of actions including design, implementation, monitoring, analysis, and improvement, based on the principles of transparency, engagement, results-oriented approach, and compliance with international and professional quality standards. 3. A developed model for management of quality assurance processes of the educational programme, designed to ensure consistency between the goals of the educational programme, the needs of students, and the expectations of employers. 4. Methodological materials for integrating the model into the internal quality assurance system, diagnostic tools for assessing the satisfaction of internal stakeholders and employers, and an educational programme for the advanced training course “Research and Project Activities of Primary School Students” aimed at developing graduates' skills and competencies in accordance with their needs. 5. Results of experimental work to test the effectiveness of the model for management of quality assurance processes of the educational programme, reflecting the dynamics of growth in the performance indicators of programmes for teaching social educators. Verification and reliability of research results obtained using complex methodological equipment, including systemic, process, axiological and activity-based approaches, processes of analysis, expert evaluation and content analysis of documents of higher education institutions, reliance on standards of management and quality of education (ISO 9001, ESG, IAAR), research of models for the purpose of managing educational programmes in universities of the Republic of Kazakhstan, testing of research results within the framework of publications, scientific research and in the practice of management units, logical interconnection of all elements of scientific impact: purpose, objectives, subject, hypothesis of research and research methods. Approbation and implementation of research results were presented at international scientific conferences on education quality held at the Kazakh National Research Technical University named after K. Satpayev (Almaty, 2022), the annual International Central Asian Forums on Quality Assurance in Higher and Postgraduate Education (Almaty, Astana, 2019-2022), the scientific and methodological seminar “Improving the Quality of the Educational Programme at the Civil Aviation Academy” (Almaty, 2024), and the Forum of Rectors of Higher Education Institutions of the Republic of Azerbaijan (Baku, 2022). The significance of the research results is confirmed by the parameterization of subjects and objects of external assessment for several types of accreditations of the IAAR. Within the confines of the dissertation research, 10 articles were published, including 2 articles in journals from list of those recommended by the Committee for Quality Assurance in Science and Higher Education of the Ministry of Science and Higher Education of the Republic of Kazakhstan, 4 articles in publications included in the Scopus database, 3 articles in international publications, 1 article in the proceedings of an international scientific and practical conference: Articles in international peer-reviewed scientific journals Scopus 1. Small Green Energy: Implementation through Gamification of the Educational Process // Proceedings of the 7th World Congress on New Technologies. – 2021. – P. 1-7. 2. Classification of open mathematical problems and their role in academic achievement and motivation of students// Eurasia Journal of Mathematics, Science and Technology Education. Modestum LTD. – 2022. – Vol. 18, №8. 3. University as an analogue of the neural network// E3S Web of Conferences. EDP Sciences. – 2021. – Vol. 258. 4. Development of a quality management monitoring system for social and pedagogical educational programs // International Journal of Innovative Research and Scientific Studies. – 2024. – Vol. 7, №2. – P. 795-803. In publications recommended by the authorized body 5. About the question of a new paradigm of chemical-technological education in the RK // Bulletin of PSU. Pedagogical Series. – 2019. – Vol. 1. – P. 308-321. 6. Methodological foundations for monitoring the quality of educational programs: parameterization, objectivity of evaluation, decision-making algorithms // Bulletin of L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series – 2021. – Vol. 1, №134. – P. 112-125. Publications in foreign scientific journals 7. The scientific heritage of the islamic Golden age // Chuzhdoezikovo obuchenie-Foreign language teaching. – 2019. – Vol. 46, №3. – P. 288-298. 8. Assessment of the formation of the foundations of students’ research competence // Researcher. – 2021. – №3-4 (35-36). – P. 189-196. 9. Parametrization, objectivity of evaluation in quality monitoring // Education. Quality Assurance. – 2022. – Vol. 1. – Р. 54-60. Publication in the proceedings of the international scientific and practical conference 10. Tools for Quality Assurance of an Educational Programme (using the programme “Social pedagogy and self-knowledge” as an example) // Lingvodidactic Perspectives. University Publishing House/Linguodidactic perspectives of “St. Clement of Ohrid”. Sofia. – 2020. – P. 64-73. Certificate of Intellectual Property 11. A.S. 41801. Research and project activities of primary school students. Published on January 8, 2024. Type of copyright object: literary work. The structure of the dissertation The dissertation work consists of an introduction, three chapters, conclusions, a bibliography, and appendices. The introduction outlines the relevance of the dissertation work, a review of the research, the problem, purpose, objectives, object, subject, and scientific hypothesis of the research, as well as the methodological and theoretical foundations, sources, and research methods. It also presents the scientific novelty, theoretical and practical significance of the research, the main points to be defended, the validity and reliability of the results, and the testing and results. The first chapter, “Methodological Foundations of management of quality assurance processes of the educational programme,” examines philosophical and pedagogical approaches to the evolution of the concepts of “quality of education,” “management of quality assurance processes of the educational programme” in the context of the transformation of the university model, the essence of the quality of education and social interaction, process and system approaches to the quality assurance of education, as well as managerial and conceptual models of the quality assurance of education. The presented the results of an analysis of approaches to quality assurance, which allows us to note the possibility of combining approaches, for example, ESG and ISO, including PDCA as a basic framework that ensures the sustainability of processes; ESG, SSM in the innovative development of universities and the expansion of academic freedom, ESG sustainable development goals and the SWOT strategic analysis methodology in strategic management; ISO and EFQM – for the sustainability of processes. The second chapter, “Theoretical Foundations of management of quality assurance processes of the educational programme” provides a substantive and structurally description of the conceptual model for management of quality assurance processes of the educational programme and presents the results of the analysis of the quality of programmes aimed at developing learning outcomes in the field of social pedagogy. These presents learning outcomes for the "Social Pedagogy" educational programme, formulated based on an analysis of the "Teacher" professional standard and the Atlases of New Professions and Competencies. These outcomes are intended to guide developers in systematizing expected outcomes and revising the methodology for designing and developing educational programmes, particularly about uniqueness and differentiation. A model for management of quality assurance processes of the educational programme has been developed, based on a systemic and process-based approach to quality assurance in accordance with the principles of transparency, engagement, and a focus on results, in line with international and professional quality standards (ESG, ISO, IAAR, etc.). The third chapter, “Experimental work on the implementation of models for management of quality assurance processes of the educational programme” presents the results of empirical studies on the quality of the educational programme, lays down the experimental experience of implementing the model and the results of its testing using methods used in the internal system of providing higher education institution, testing approaches and management processes at the stage of preparing the programme for teaching social educators. The results of the research were analyzed, and the research hypothesis was confirmed. In conclusion, the theoretical and practical results of the dissertation research are formulated, and the confirmation of the research hypothesis is substantiated. Our research established that management of quality assurance processes of the educational programme should be considered as a system for defining mutually reinforcing quality assurance procedures and mechanisms, including the design, implementation, monitoring, evaluation, and improvement of the educational programme. The key findings of this dissertation provide the basis for identifying the most promising areas for further addressing the issues raised in the dissertation, formulated in the following recommendations: – normatively incorporating international ESG, ISO, and accreditation agency standards into educational programme quality assurance documents; – developing an innovative quality management system based on feedback from all key stakeholders, allowing for the consideration of both quantitative indicators and qualitative expert assessments. – identifying and developing innovative models of education and its improvement, considering social demands and other global changes occurring in higher education and its external environment. The appendix contains documents on the inclusion of research results in the internal quality assurance system of higher education institutions, an extract from their orders with approved lists of IAAR standard developers, and a certificate of entry of information into the register of state rights to objects protected by copyright.
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