Swot Analysis Central Asian Universities
SWOT analysis of Higher Education systems in Central Asia countries to develop distant learning 1.
1. Availability of Normative base for Distant Learning Organizations. In Higher Education system of Independent State countries tuition by correspondence exists for students who work and are not able to attend the classes regularly. It was a traditional way of teaching during the soviet period. This form of teaching let the students learn the pedagogical materials, to perform the written works on each subject individually, and at the end of each term the students had to pass their exams at the university. This form of teaching still exists, but what is bad of it is the students do not do their individual works, don’t come to their exams. Therefore, this form of teaching doesn’t give any knowledge to the students; the student formally gets the diploma. In this connection every year the Ministry of Education reduces the number of students for tuition by correspondence. The share for this type of teaching accounts for only 20%. But there are students who work and at the same time would like to study at a distant. Many universities began organizational teaching process at a distant, and under Distant Learning each university understands separately. Weak side: Neither the Ministry nor the universities have normative base for Distant Learning organizations. Ministry of education is interested in creating such normative base to control the quality of Distant Learning. Otherwise, distant education will be the same as the tuition by correspondence with a formal approach to education process. Strong side: It is necessary to note that a number of universities realized TEMPUS project with European universities have experiences on Distant Learning, provided with equipments, rich in pedagogical materials and use ECTS systems to build teaching plan.
The SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis is a strategic planning method which is usually applied to
1. Availability of Normative base for Distant Learning Organizations. In Higher Education system of Independent State countries tuition by correspondence exists for students who work and are not able to attend the classes regularly. It was a traditional way of teaching during the soviet period. This form of teaching let the students learn the pedagogical materials, to perform the written works on each subject individually, and at the end of each term the students had to pass their exams at the university. This form of teaching still exists, but what is bad of it is the students do not do their individual works, don’t come to their exams. Therefore, this form of teaching doesn’t give any knowledge to the students; the student formally gets the diploma. In this connection every year the Ministry of Education reduces the number of students for tuition by correspondence. The share for this type of teaching accounts for only 20%. But there are students who work and at the same time would like to study at a distant. Many universities began organizational teaching process at a distant, and under Distant Learning each university understands separately. Weak side: Neither the Ministry nor the universities have normative base for Distant Learning organizations. Ministry of education is interested in creating such normative base to control the quality of Distant Learning. Otherwise, distant education will be the same as the tuition by correspondence with a formal approach to education process. Strong side: It is necessary to note that a number of universities realized TEMPUS project with European universities have experiences on Distant Learning, provided with equipments, rich in pedagogical materials and use ECTS systems to build teaching plan.
The SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis is a strategic planning method which is usually applied to