I. E. Rakhimbayeva
2. Education Quality Definition
2.1. Analysis of the Literature
Despite the importance of education quality problems at present there is no clear definition of this notion. Rep-
resentatives of many scientific fields highlight its content characteristics specific to their area of expertise, em-
phasize on completely different sides, and that complicates the development of common approaches to its nature
determination and the evaluation criteria.
Based on the achievements of interdisciplinary sciences, Pedagogy provides definitions of the education qual-
ity as a ratio of the purpose and effect (V.I. Zvereva, T.S. Makarova, M. M. Potashnic, N.N. Melnikova, L.A.
Serebryakova, L.I. Fishman and others). However, education goals setting is a challenge, since the conversion of
the goals up to the standard accurately fixed in the documents has not taken place yet. Typically, the education
quality is identified with the quality of knowledge of both the natural and the most comprehensive effects of
education.
In the T. Kuznetsova’s thesis research the education quality category is defined as a complex of characteris-
tics of professional thinking determinant capability to successfully perform professional activity in accordance
with the requirements of the economy at the present stage. The author believes that today quality of specialist
education cannot be determined as it used to be only by knowledge and skills. The demands of modern life are
much more extensive, more varied and more difficult. That is why there are good reasons to include in addition
to professional knowledge and skills, the nature and level of education in general, personal education, culture,
skills, professional activity, the ability to find a solution to unexpected problems and much more in the educa-
tion category [3].
Speaking about the education quality it is necessary to remember about its criteria. Quality evaluation crite-
rion selection is very difficult. A range of authors come forth such education quality criteria as the higher educa-
tion institute potential, labor utility indicators, labor quality, higher education institute efficiency [8]. Among the
key indicators characterizing the education quality there are content knowledge, knowledge structures, profes-
sional thinking type. In addition, another key indicator characterizing the education quality especially significant
today so far is concerned the experts in Humanities exactly can be called which is professional personality
orientation. It reflects a set of ethical principles of behavior and activity, the professional values and attitudes
system, which are formed in the process of education, but influenced by economic, legal and political situation
in the society.
2.2. Analysis of the Term “Position”
Investigating the problem of education quality from the perspective of the Arts Department, we reasoned that the
essential indicator of the education quality in the school of artistic and creative orientation is a creative profes-
sional position (of a musician, a choreographer, an art critic and others).
Analysis of the literature on this problem identified several definitions of the term “position” which is intro-
duced as a point of view, attitude, action relation, behavior and impact of this attitude; as a stable system of rela-
tions of a man to the various manifestations of the surrounding reality, people and oneself; as approval; as an
opinion in any matter; as the principle underlying behavior, actions; as a way to implement the basic values of
the individual in his relations with other (N. Alexeev, V.N. Slobodchikov); as a unity of consciousness and ac-
tivity, where the activity itself is one of the ways to implement the basic values; the person’s attitude to the sys-
tem of norms, rules, patterns of behavior, arising from his social position, and prescribed by his environment [4];
as the place of the individual in the system of group life, in the structure of the group activity relationship [5].
Namely the position is understood in two ways: first, as a person’s position in the social structure, which is
considered in the context of the concepts of “role” and “status” (I.S. Kon, V.T. Lisovsky, B.F. Lomov, A. Ydov
and other); secondly, as a system of beliefs, attitudes, values, motivations, which are expressed through the rela-
tionship of an individual to various aspects of the activity (L.I. Bozovic, V.N. Myasishchev, B.G. Ananiev and
others). In educational research the position of a person is defined as a person quality and the goal of education
(V.A. Armavichyte, B.P. Bitinas, E.V. Bondarevskay and others).
One of the first characteristics of position as of a person’s position in the society, group belongs to A. Leon-
tiev: “This is the real position of a child, with which the world of human relations is opened in front of him. The
position, which is due to the objective place, occupied by him in such a relationship” [6].
