Тошкент давлат педагогика университети ҳузуридаги фан доктори илмий даражасини берувчи

Publication of the research results. On the theme of the dissertation a total 
of 54 scientific works were published, including 1 monograph, of these 18 in 
scientific journals recommended by the Supreme Attestation Commission of the 
Republic of Uzbekistan for publishing the basic scientific results of doctoral 
dissertations, including 16 in republican and 2 in foreign journals. 
The structure and volume of the dissertation. The dissertation is 
presented on 260 pages consisting of an introduction, four chapters, a conclusion, a 
list of used literature and appendices. 
THE MAIN CONTENT OF THE DISSERTATION 
 
In the introduction the topicality and relevance of the conducted research 
were justified; an overview of international researches on the theme of the 
dissertation was presented; the aims, tasks as well as the object and subject of 
the research were formulated; relevance of the research to the priority areas of 
science and technology development was shown; the scientific novelty of the 
research was described; the reliability of the obtained results, their theoretical 
and practical significance were disclosed, a summary of the implementation and 
announcement of the research results and the structure of the dissertation were 
given. 
In the first chapter of the dissertation titled “Theoretical and 
methodological foundations of teaching quality monitoring in the system of 
secondary education”, the teaching quality monitoring and its processes were 
described as a control object, the information on teaching quality, approaches to 
monitoring and modelling, and the degree of study of the research problems in our 
country and abroad were analysed from both scientific and pedagogical point of 
views. 
Intellectually developed and competitively perfect person is the result of the 
process of continuous education and high-quality educational services. In 
connection with this, teaching and its results require further introduction of 
teaching quality monitoring into practice, which is based on the development 
principles of the child’s personality and corresponds to modern requirements for 
the level of knowledge and skills of students. 

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In our country, the term “teaching quality monitoring” was for the first time 
reflected in the Resolutions of the Cabinet of Ministers “On the development and 
implementation of state educational standards for continuous education system” of 
5 January 1998” and “On the organization of secondary education in the Republic 
of Uzbekistan” of 13 May 1998. The teaching quality monitoring provides the 
subjects of educational process with information about the quality of educational 
services, material and methodical maintenance of the educational process, state of 
the legal and normative, strategic, technological and organizational aspects of 
education management, and their improvement. 
Based on the results of the research it was concluded that the teaching 
quality monitoring is a pedagogical process that allows to determine the mutual 
conformity of educational goals and the obtained results, to identify the factors 
affecting the quality, as well as to correct the educational process and predict its 
subsequent state. 
Modelling is widely used in various spheres of human activity. Generally, it 
is applied in the spheres of design and management in the process of making 
effective decisions on the received information. The purpose of the modelling is 
the collection, use, description and processing of the information on the 
environment and interrelated facilities. This model takes part as a means to study 
the state of the object properties and laws. 
The basis of the model of teaching quality monitoring should be standards, 
social order and the need for specialists in the labour market, and it must have 
methodological approaches. The components of other functional structures of the 
model should cover the logical interconnectedness and interaction of subjects, and 
reflect the dependence of modelling subjects and participants of the educational 
process on the educational environment. 
In the 21st century, the issue of the introduction of competence-based 
approach to education has been paid major attention as one of the main directions 
of modernization of the content of education in the developed countries of the 
world. The competence-based education is considered as the education aimed at 
the formation of pupils’ abilities to practically use the acquired knowledge and 
skills in their own, professional and social activities. 
The current state educational standards, which are based on the practice of 
systematic activity approach, does not fully meet the requirements of
socio-spiritual and cultural development of the society and the development 
strategy of Uzbekistan till 2030. The results of the research showed the need to 
work out the scientific, theoretical and methodological foundations of education, 
which is based on the competence approach as a modern paradigm of education in 
Uzbekistan. 
The state educational standards for secondary education define the necessary 
and sufficient level of pupils’ preparedness in secondary school subjects, as well as 
the procedure and mechanisms of assessing the skills requirements for school 
leavers, the necessary amount of training load, the activity of educational 
establishments and the quality of training personnel, and serve as a basis for 
developing curriculum, programs, textbooks and manuals. 

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The components of the state educational standards can be explained as 
follows: 
The compulsory minimal requirements for the stages of compulsory 
continuous education system, which is considered the nucleus of the state 
educational standards, are the requirements for pupils’ level of preparedness and 
competence in secondary school subjects. 
The content and competences of compulsory minimal education of the 
continuous compulsory education system are the sum of theoretical knowledge, 
practical skills and personal features that allow to perform different actions 
directed to pupils’ educational goals.
Based on the abovementioned facts the competence-based state educational 
standards for secondary school subjects consist of a number of interrelated 
components (Figure 1). 
In the second chapter of the dissertation titled “Theoretical and