Abstract
The article gives an overview of Astana IT University’s (AITU) experience in performing the teaching conditions for achieving the learning outcomes. The introduction of a competency-based approach to the formation and assessment of learning outcomes has led to a new system of training and assessment tools. Stakeholdership as a modern mechanism, the problem of focusing on employers’ needs, the stages of the education programme (EP) development and the criteria for assessing the learning outcomes achievement are discussed in details. The quality of education is determined by the quality of the results of the educational process, where the educational achievements of students and the qualifications of graduates become the main components of education quality. The purpose of the study is aimed to summarize the practice of using assessment tools as the key factors and conditions for establishing learning outcomes. The research methodology used is quantitative and qualitative data analysis as well as analysis of class observation in AITU done within the research on learning outcomes achievement. The choice and design of teaching technology are primarily determined by the type of students’ competencies, characteristics of the planned learning outcomes for each level of competence (knowledge, skills, and experience). Constant improvement of EP content and educational technologies as a key factor of education services quality is a vital demand.
Highlights
Quality is dynamic and constantly changing concepts and depends on who asks the question and what views on the education goals are
Stakeholdership is a modern mechanism that allows the state and business to formulate their “order” for education to manage the quality of education, which characterizes the quality of achieving the education goal and the education result, the compliance of the education provided with the needs of all stakeholders, represented by students, teaching staff and employers
The content of educational programs should be formed based on professional standards
Summary
Quality is dynamic and constantly changing concepts and depends on who asks the question and what views on the education goals are. 12: The ability to develop, implement and adapt applica- Ruby Programming Language tion software. Able to understand the basics of calculus concepts and problem-solving methods in variety of situations, in expressing mathematical ideas clearly, precisely, and unambiguously; The ability to understand formal languages and mathematical models of computation and foundations of probability theory. Able to understand the basics of algorithms using the C programming language, understand the concept of abstract data types, and implement good data structures. Able to understand the fundamental concepts of computer architecture, to analyze computer systems (or subsystems) and compare them based on performance and cost The ability to use a very large number of programming languages and gain experience on proper programming practices and style. Able to understand the fundamentals of critical reading, writing and research document analysis as well as composition of scientific papers
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