Self Audit

International cooperation in the field of quality assurance is one of the important elements of the Bologna process, which aims to create a European Higher Education Area (EAHE). The main tool in the implementation of this work is the European Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). The Twinning project on providing support to the Ministry of Education of the Republic of Azerbaijan with the aim of further adapting the higher education system to the requirements of the European Higher Education Area, launched in 2015, provided an opportunity to apply ESG in Azerbaijan's higher education. One of the mandatory results of the project is the preparation of standards and guidelines for quality assurance in accordance with ESG in Azerbaijani higher education (AzST) and the testing of the document in three higher education institutions.

Конституционно-правовье ааспекты оценки деятельности государственного  аппарата мониторинговым способом

Ключевые слова: оценка управленческой деятельности, мониторинговый способ, эффективность и беспрерывность управленческой деятельности, принципы и стадии мониторинга.
РЕЗЮМЕ
Статья посвящается исследованию конституционно-правовых аспектов оценки управленческой деятельности государственного аппарата способом мониторинга. Обосновываются принципы проведения мониторинга государственного управления и необходимость определения степени воздействия решений, распоряжений, поручений и других нормативных актов на управляемый объект, изучения причин возникновения недостатков и оздоровления существующего положения.

Constitutional legal aspects of an assessment of activity of government in the monitoring way
Keywords: assessment of administrative activity, monitoring way, efficiency and continuousness of administrative activity, principles and stages of monitoring.

RESUME
Article is devoted to a research of constitutional and legal aspects of an assessment of administrative activity of government by way of monitoring. The principles of carrying out monitoring of public administration and need of definition of extent of influence of decisions, orders, instructions and other regulations on the operated object, studying of the causes of shortcomings and improvement of the current situation are proved

A B ST R A C T This paper explores the findings of a qualitative phenomenological study of teaching practicum as a critical component of teacher training program at a leading private University in Kenya. This phenomenological study evaluated the teachers prevailing understandings of the teaching practice phenomenon (Borg and Gall, 2007). It focuses on exploring the issues and concerns related to the planning, teacher placement, implementation and administration of teaching practicum. It addresses the teacher trainees’ experiences, challenges, pedagogic and philosophical concerns during the teaching practicum. The participants in the study were selected using purposive sampling techniques. These were teachers who had completed the mandatory course requirements in a private university and were taking the final units in readiness for the final examination before graduation. The participants took their teaching practicum in their teaching duty stations, under the mentorship of a coopera...

This paper explores the findings of a qualitative phenomenological study of teaching practicum as a critical component of teacher training program at a leading private University in Kenya. This phenomenological study evaluated the teachers prevailing understandings of the teaching practice phenomenon (Borg and Gall, 2007). It focuses on exploring the issues and concerns related to the planning, teacher placement, implementation and administration of teaching practicum. It addresses the teacher trainees' experiences, challenges, pedagogic and philosophical concerns during the teaching practicum. The participants in the study were selected using purposive sampling techniques. These were teachers who had completed the mandatory course requirements in a private university and were taking the final units in readiness for the final examination before graduation. The participants took their teaching practicum in their teaching duty stations, under the mentorship of a cooperating teacher and were supervised by two faculty members during the first term of the school calendar. The research design used a phenomenological interpretive methodology that gave prominence to the participants' subjective meanings (Cohen and Manion, 2000). The participants in the study were 78 teachers who took part in the teaching practicum in the last phase of their teacher training program. Data were collected from professional journals, reflective papers and portfolios prepared by the teachers during and after the teaching practicum. Analysis of data was done by coding the teachers' experiences into broad themes. Following the emerging perspectives and challenges during the practicum, suggestions are made to improve aspects of planning and pedagogy the teaching practicum.

The preservice teacher education program at Monash University (Australia) focuses on the nature of learning. A central antecedent to this is to have student teachers reconsider their concept of quality learning. The purpose of this paper is twofold-first, to highlight how student teachers' understanding of quality learning develops, and how this influences their approach to teaching; and second, to report on the effectiveness and value of two approaches currently in use. The first approach involves development of a portfolio of teaching strategies, episodes, and ideas that demonstrate how preservice teachers see their role as high school teachers. The second approach places student teachers in a 10-week school-based integrated practicum and "course work" experience with the support of both professors and school supervisors. Students are placed in a position where they are able to test how the learning theory taught in their course work relates to their practice in classroom teaching. Common to both approaches is the need for the student teachers to reflect on their experiences. In both cases, the students' own experiences and the sense they make of them are the focus for their learning. Examples of portfolio items, an interview protocol, and a portfolio questionnaire are appended. Contains 13 references. (Author/LL)

This paper explores the findings of a qualitative phenomenological study of teaching practicum as a critical component of teacher training program at a leading private University in Kenya. This phenomenological study evaluated the teachers prevailing understandings of the teaching practice phenomenon (Borg and Gall, 2007). It focuses on exploring the issues and concerns related to the planning, teacher placement, implementation and administration of teaching practicum. It addresses the teacher trainees' experiences, challenges, pedagogic and philosophical concerns during the teaching practicum. The participants in the study were selected using purposive sampling techniques. These were teachers who had completed the mandatory course requirements in a private university and were taking the final units in readiness for the final examination before graduation. The participants took their teaching practicum in their teaching duty stations, under the mentorship of a cooperating teacher and were supervised by two faculty members during the first term of the school calendar. The research design used a phenomenological interpretive methodology that gave prominence to the participants' subjective meanings (Cohen and Manion, 2000). The participants in the study were 78 teachers who took part in the teaching practicum in the last phase of their teacher training program. Data were collected from professional journals, reflective papers and portfolios prepared by the teachers during and after the teaching practicum. Analysis of data was done by coding the teachers' experiences into broad themes. Following the emerging perspectives and challenges during the practicum, suggestions are made to improve aspects of planning and pedagogy the teaching practicum.

Məqalədə ümumtəhsil məktəblərinin idarə olunmasının təşkili və planlaşdırılmasında özünüauditin rolu, məqsədi, alqoritmi, tətbiqolunma sahələri, fəlsəfi mahiyyəti haqqında müfəssəl məlumat verilir. Ümumtəhsil məktəblərində idarəetmə mexanizminin yaradılması modern nəzarətin düzgün təşkili məsələsini aktuallaşdırır. Beynəlxalq təcrübəyə əsaslanan müstəqil, obyektiv, təminatverici və məsləhətverici fəaliyyəti olan özünüauditin təşkili və alqoritmik şəkildə həyata keçirilməsi nəzarətin yüksək nəticə verən elementi kimi tətbiq olunur. Bu baxımdan, özünüauditin tətbiqi yüksək təhsil standartlarına nail olmağın ən optimal yolu hesab edilir. Ümumtəhsil məktəblərinin idarə olunmasında planlaşdırma, hesabatvermə, keyfiyyətin aşkarlanması və geriləmələrin  vaxtında aradan qaldırılması baxımından bunun praktik əhəmiyyəti vardır. Özünüauditin tətbiqi kollegiallıq, ictimailik, şəffaflıq, obyektivlik, məmnunluq, səmərəlilik kimi təhsilin idarəedilməsi prinsipləri əsasında həyata keçirilir. Ona görə də inkişaf etmiş ölkələrdə məktəblərin idarə edilməsində özünüauditdən geniş istifadə olunması məqsədəuyğun sayılır. Bu, təhsilin keyfiyyətinin yüksəldilməsinə nail olmaq üçün müasir yanaşma və məktəbdə nəzarətin müntəzəm təşkilinə, planlaşdırılmasına xidmət edən elmi-praktik yenilikdir. Azərbaycanda ümumtəhsil məktəblərinin idarə olunmasında özünüauditin alqoritmik formada tətbiqinə böyük ehtiyac vardır.

The article provides detailed information about the role, purpose, algorithm, areas of application, philosophical essence of self-audit in arranging and planning secondary school management. The development of a management mechanism in secondary schools necessitates a proper organization of modern supervision. The organization and algorithmic implementation of self-audit, which is an independent, unbiased, supportive and advisory activity based on international practice, is used as a highly effective supervision element. In this respect, the implementation of self-audit is considered the most optimal way to achieve high educational standards. This is of practical importance in terms of planning, reporting, quality detection and timely elimination of delays in secondary school management. Self-audit implementation is based on principles such as collegiality, publicity, transparency, impartiality, satisfaction, effectiveness. Therefore, the large-scale implementation of self-audit in managing schools in developed countries is advisable. This factor is considered a modern approach to improving the quality of education, as well as a scientific and practical innovation that serves the regular organization and planning of school supervision. There is a great need for algorithmic self-audit implementation in managing secondary schools in Azerbaijan.

This article reports Action Research project carried out with the student teachers of a private sector teacher education institute in Pakistan. Professional Development Portfolio was introduced during the final, eight week practicum of the student teachers to improve their self-knowledge and professional skills particularly problem solving and decision-making. The study was carried out in two cycles and data were gathered through examination of portfolios, non-participant observation of the critical friend and Focus Group Discussions. The major findings of the study are that reflective writing helped the student teachers to identify classroom problems. Reflection paired with initial self-audit improved student teachers' problem-solving as well as decision-making skills. The data also indicated that the student teachers needed more practice in completing different sections of the professional development portfolio.

Evaluation of existing models of research governance to provide an integrated system that supports the management of new and existing research projects across primary and secondary care. Was found through a literature review that self-audit could be a way of satisfying governance arrangements.