46-ғылыми-әдiстемелiк конференция материалдары

 
ӘЛ-ФАРАБИ атындағы ҚАЗАҚ ҰЛТТЫҚ УНИВЕРСИТЕТІ 
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ УНИВЕРСИТЕТ  имени АЛЬ-ФАРАБИ 
____________________________________________________________________________ 
 
 
 
«БІЛІМ БЕРУ БАҒДАРЛАМАЛАРЫН ЖАҢҒЫРТУ:  
АККРЕДИТАЦИЯ ЖӘНЕ КАДРЛАР 
ДАЙЫНДАУ САПАСЫНЫҢ КЕПІЛІ» 
 
46-ғылыми-әдiстемелiк конференция 
МАТЕРИАЛДАРЫ 
 
14-15 қаңтар 2016 жыл 
 
1-кітап 
 
 
 
 
 
 
 
 
МАТЕРИАЛЫ 
46-й научно-методической конференции 
 
«МОДЕРНИЗАЦИЯ ОБРАЗОВАТЕЛЬНЫХ ПРОГРАММ: 
АККРЕДИТАЦИЯ И ГАРАНТИЯ КАЧЕСТВА  
ПОДГОТОВКИ КАДРОВ» 
 
14-15 января 2016 года 
 
Книга 1 
 
 
 
 
 
 
Алматы 
«Қазақ университеті» 
2016 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
«Білім  беру  бағдарламаларын  жаңғырту:  аккредитация  және  кадрлар  дайындау  сапасының  
кепілі»: 46-ғылыми-әдiстемелiк  конференция  материалдары. 14-15 қаңтар 2016 жыл. 1-кітап.  
– Алматы: Қазақ университеті, 2016.  – 314 б. 
ISBN 978-601-04-1708-3 
 
Жинақта  әл-Фараби  атындағы  Қазақ  ұлттық  университетінде  өткен  «Білім  беру  бағдарламаларын  жаңғырту:  аккре-
диттеу  және  кадрлар  дайындау  сапасының  кепілі»  атты 46-ғылыми-әдiстемелiк  конференция  материалдары  ұсынылған, 
конференцияда  білім  беру  бағдарламаларын  құрастыру,  тәжірибеге  бағытталған  оқыту,  білімді  бақылау  және  бағалау, 
профессор-оқытушы құрамының біліктілігін арттыруға байланысты мәселелер талқыланды. 
Материалдар автордың редакциясымен шығарылады. 
 
В сборнике представлены материалы 46-й научно-методической конференции КазНУ имени аль-Фараби на тему «Мо-
дернизация  образовательных  программ:  аккредитация  и  гарантия  качества  подготовки  кадров»,  на  которой  были  обсуж-
дены вопросы, связанные с формированием образовательных программ, внедрением практико-ориентированного обучения, 
реализацией контроля и оценки знаний и повышением квалификации ППС. 
Материалы издаются в авторской редакции. 
 
 
 
 
 
ISBN 978-601-04-1708-3                                                                                                                                        © Әл-Фараби атындағы ҚазҰУ, 2016 
 

3 
 
БІРІНШІ СЕКЦИЯ 
ПЕРВАЯ СЕКЦИЯ 
 
КАДРЛАР ДАЯРЛАУ САПАСЫНЫҢ КЕПІЛІ ҮШІН  
БІЛІМ БЕРУ БАҒДАРЛАМАЛАРЫН ЖАҢАРТУ 
 
МОДЕРНИЗАЦИЯ ОБРАЗОВАТЕЛЬНЫХ ПРОГРАММ  
ДЛЯ ГАРАНТИИ КАЧЕСТВА ПОДГОТОВКИ КАДРОВ 
 
 
 
Aytasheva Z.G., Tabatabai L.B.*, Shalakhmetova G.A., Baiseyitova S.K.,  
Serbayeva A. D., Kalimagambetov A.M., MukhataevaK.A. 
 
NOVEL "SISU"-FINNISH EDUCATIONAL AND TECHNOLOGICAL TUNE  
IN KAZAKHSTAN IS NEEDED 
 
Finnish society is focused on maintaining high standards of education, science, general cultural 
knowledge and technologies (1). Children are guaranteed opportunities to study and self-developing 
accordance with their abilities, and irrespective of their place of residence, language and financial status. All 
pupils are supposed to be provided highly competent and qualitative education and supervision, and a safe 
and relevant learning environment. Quite flexible educational system and basic educational security are 
equally important and provide consistency as a result. The Finnish educational system is attributed to three 
principal levels: basic education, consisting of primary and lower secondary schools; upper secondary 
education and vocational training; and higher education. Pre-primary education is offered to children in the 
year preceding compulsory schooling. Basic education provides a uniform nine-year education. The upper 
secondary level includes vocational education and training along with general education. Higher education is 
provided at universities and polytechnic schools.  
Adult education and training is available at all levels. There is also liberal adult education offering a 
wide number of recreational studies and education which should develop diverse competencies and 
citizenship skills. 
Students’ transition from the lower level of education to the next one is supported by enacting 
legislation. Both general and vocational upper secondary certificates supply the graduates with eligibility to 
enter universities and polytechnic schools. 
Anyone that has been watching Finland over the last few years knows that it is renowned by its ability 
to transform a big disaster into novel and multiple opportunities which predict an excellent future for this 
Scandinavian country.  
Recent past has been marked at all levels of education by the decision made to strengthen knowledge, 
skills and to develop an adequate electronic services demanded by the information society. The aim of such 
trend is to ensure equal opportunities for all citizens to operate in a knowledge-based human environment. 
Thus, the input has predominantly been made into growing application of ICT (information and 
communications technologies) and electronic software in ongoing research. The main target is therefore an 
open and safe networking society with a high level of information skills and connecting ties. Extensive use 
of ICT is facilitated by investigations and tuition. Schoolchildren attending basic education learn ICT 
fundamentals and related skills. This knowledge is then developed in the upper secondary school, whereas 
ICT researchers and experts are getting their training at higher educational establishments. So Finland has 
obviously invested great resources in teachers’ training in addition to quick developing online courses and 
corresponding learning environments. 
Negative experience of Nokia. By 2000, Nokia (2) accounted for 4% of Finnish GDP, 70% of 
Helsinki's stock exchange market capital, 43% of corporate R&D (research and development), 21% of 
general exports and 14% of corporate tax revenues. In 2007, Nokia was recorded to achieve a market 
capitalization of $250 billion. That was before the iPhone and Android phones would take away the lions-
share of the smartphone market from Nokia. Right prior to its deal with Microsoft to be made public, Nokia's 
stock price dropped to $3-4 per share, thereby reaching a very low market value around 2 or 3% comparing 
to the market value in 2007. Nokia's decline and subsequent sale of its handset business to Microsoft has led 
to dramatically negative impact on Finland's economy. However, nature is able to turn disasters into 
successes. About 66 million years ago, a comet or asteroid struck the Earth and killed the dinosaurs including 

4 
 
75% of other living species at that time. This disaster had paved the way to the evolution of mammals, and 
humans in that order. Finns are known to be fond of domestic nature, and perhaps have employed the logics 
of natural catastrophes to so-called “Elopacalypse” (instead of "Apocalypse", the huge layoffs and selling of 
Nokia's handset business to Microsoft under then general manager, or CEO Stephen Elop). It was the best 
challenge encountered by Finnish ICT (1). Highly skilled and trained former Nokia employees had to begin 
promoting companies, conferences, venture organizations, and all the small initiatives and little enterprises 
required to create a competitive technological sector in Finland. Patrik Sallner, former Nokia director of 
insight and foresight, mentioned Nokia's failure that has released crowds  of experienced managers. 
Managing staff of currently prestigious companies and startups in Finland has stemmed from Nokia. 
Moreover, observing the availability of technically gifted professionals, companies from Asia and Silicon 
Valley are nowadays busy with allocating and permanently re-shaping their R&D facilities in Finland. 
Slush Conference. Slush, a mix of rain and snow, is the sign of Finnish November weather. Peter 
Vesterbacka, chief marketing officer of Rovio who produced a popular video game “Angry Birds”, adopted 
the name for a high-tech start-up Conference he initiated. In just a few years, this conference has grown from 
its humble beginnings to a sold out global event with 15,000 attendees, 1,700 startups, 800 VC investors, and 
630 mass media men from all over the world. It is indicative of the high-tech start-up culture that has 
propagated in Finland after Nokia laid-off thousands of employees and sold its mobile phone business to 
Microsoft. 
Supplementary infrastructure. In addition to the former Nokia staff, Finland is currently called the 
Silicon Valley of Europe due to its friendly infrastructure revealing hospitability to technology and start-ups. 
Such friendliness has obviously a solid background of favorable factors, and namely: 
 i, top level of education; Finland is frequently in the top of the world education; Finnish students are 
ranked among the top three in the world;  
ii, effective technology infrastructure; Finland has become Europe's leading information society; 
yielding only to the USA in using information technologies, and  possessing the world's biggest number of 
mobile phones and Internet nodes per capita;  
iii,  abundance of prospective universities and research centers; Finland has developed a network of 
universities and science Centers of Excellence. Aalto University includes the former Helsinki University of 
Technology to grow into one of the top technical educational institutions in the world;  
iv, conspicuous governmental support; Finnish Parliament has a special Committee of the Future, the 
Finnish Innovation Fund (Sitra), and the National Technology Agency (Tekes) financing  R&D and 
innovation;  
v, democratic government; parliamentary democracy is led by a President;  
vi, Finland’s leadership in R&D by the R&D expenditures as a percentage of GDP;  
vii, easy communication; official business language in Finland is English;  
viii, wide international presence; the country is the member of all respected international clubs such as 
EU, UN, WTO, OECD, IMF, World Bank, EBRD, AsDB, AfDB, IDB, the Nordic Council, ESA, CERN, 
and EUREKA;  
ix,  convenient geographic allocation and experience; Finland is regarded as a conventional bridge 
between East and West; it has the location, expertise, and long-standing history of bridging the gulf between 
Eastern and Western businesses;  
x, most developed electronic banking system;  
xi, exclusively effective stock market; Finland's stock market frequently surpasses overwhelming 
majority of the world's capital markets; 
xii, acceptance of the Euro; Finland's monetary system is based on the Euro, one of the world's four 
steady currencies;  
xiii, Finland’s leadership in industry; in particular, addressing forest products, pulp, paper, board 
technology, and shipbuilding;  
xiv, low taxation; Finland has the lowest corporate and capital tax rates among EU countries;  
xv, safety; the country provides for a safe and risk-free online (virtual) environment;  
xvi,  “fibered and optic”, extremely wired or more and more wireless; possessing digital, fiber-optic-
voice and data-processing networks, Wired Magazine has termed Finland as "the most wired and wireless 
country in the world";  
xvii, low corruption;  Finland is tied with Denmark by exhibiting the least corruption in the world. 
That is why Finland is a great choice for high-tech start-ups that want to settle firmly in an EU 
country. 

5 
 
Definition of Sisu. Apart from its developed infrastructure, Finland's history is filled with overcoming 
the weather, famine, foreign domination, and other adverse conditions. Difficult life in the past has made the 
Finns to keep up with innovations in order to survive and thrive. In Finnish language “Sisu” means national 
character combining stoic behavior, determination, bravery, guts, resilience, perseverance and hardiness to 
overcome all the adversities. This word  has become part of the national character and culture, especially 
under permanent rivalry to remain competing in the most competitive world. 
Nokia's Achilles’ heel. Despite the cloudless picture of the great technical start-up scene, the real 
world is tough. Finnish-grown tech start-ups are lacking marketing expertise. To overcome Finland's "secret 
know-how" syndrome, Finnish institutions should  focus on modern approaches of effective marketing. 
Headlines pointing out product benefits rather than flashy brochures are required these days. Though Finns 
may have a hard time getting rid of their cultural habits of being introverted (self-effacing), they need to 
advertise their products to non-Finns.  
Data and factbooks on current Finnish education and science are listed below (3-7). Modern education 
policy is focused on the implementation of reforms imposed by the Bologna process (1). Curricula and 
scopes of studies at universities and polytechnic high schools are supporting common European principles. 
Universities and polytechnic schools are based on updated quality assurance systems relevant to the 
European standards and practices. 
Polytechnic education is concentrated on internationalization and the quality of services provided 
realized in the reform of degree structures, subsequent study processes, international student and teacher 
motilities. In addition, polytechnic schools have improved their R&D activities by getting involved in 
regional businesses and industry, reducing rates and durations of education. 
The main focus in the university educational reform has been made on internationalization and better 
quality of instruction and student counseling enabling shorter times of learning and facilitated entry into the 
labor market. 
Finns anticipate (9) that for young people handcrafts, cooking, creative pursuits, and sports, are all 
important, as they allow young people benefit more from the skills they’re learning every day.  
Academics is not sufficient. Schools and high schools should teach the meaning of life, community 
skills, developing positive self-image, compassion and strong sensitivity to other people’s feelings to prepare 
a new generation to be able to take care of society. All this is supposed to update ongoing education and 
support its motivation and strength.  
In conclusion, based on all said above we do believe, there should be tighter contacts of KazNU  with 
Finnish universities, R&D capacities, commercialization bodies and start-ups. For that our university may 
need to promote the teaching of the Finnish language and Finnish regional studies, simultaneously paying 
tribute to related IT, exchange, cultural and communicational programmes. It is high time to know more 
about "Sisu" in practice, especially under the pressure of world economic crisis.   
 
References 
1. Education and science in Finland. 
http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2006/liitteet/eng_opm15.pdf 
2. Ira Kalb. Finland Is Turning a Big Negative Into a Bigger Positive. 
http://www.huffingtonpost.com/
 
ira-kalb/finland-is-turning-a-big_b_8856742.html 
3.Finland Factbook 2014 
http://www.workmall.com/world_fact_book_2014/finland/index.html 
4. Finland Factbook 2015 
http://www.theodora.com/wfbcurrent/finland/ 
5. Finnish-Soviet cooperation 
http://www.photius.com/countries/finland/economy/finland_economy_finnish_soviet_coope~36.html 
6. CIA - The World Factbook 
http://teacherlink.ed.usu.edu/tlresources/reference/factbook/geos/fi.html 
7. Index Mundi. Norway vs. Finland. 
http://www.indexmundi.com/factbook/compare/norway.finland 
8. A revolution in education: Finland to stop teaching individual topics. 
http://www.zmescience.com/
 
science/finland-education-system-25032015/ 
9. An interview with the country's minister of education, Krista Kiuru. Finnish Education Chief: 'We 
Created a School System Based on Equality' 
http://www.theatlantic.com/education/archive/2014/03/finnish-education-chief-we-created-a-school-
system-based-on-equality/284427/ 

6 
 
Mussiraliyeva Sh. 
 
IMPLEMENTATION A TRAINING METHODOLOGY FORTHE FORMATION  
OF ENGINEERSAT MASTERS LEVEL IN THE DEVELOPMENT OF ADVANCED 
INDUSTRIAL INFORMATICS SYSTEMS 
 
Latest requirements in production, business and society have a strong influence on teaching methods 
and content of engineering education today. Modern engineering projects cover technical, but also 
management, social, economic, and many other aspects that significantly affect their complexity. Specificity 
of tools and mechanisms for formation of a new quality in a competence-based education system requires a 
careful study of Kazakh and foreign experience in innovative education as well as ways of introducing them 
into traditional educational system. The problem of training's quality is a central issue in their demand for 
domestic economy and international recognition, which is directly related to the content of education and 
implementation technology of educational programs. Nowadays, throughout the world there is an active 
transformation of engineering education aimed at developing competencies required by professionals, in 
particular at ability of their application in practice 
Al-Farabi Kazakh National University is the leading institution of the system of higher education of 
the Republic of Kazakhstan.The university consists of 14 functioning faculties, 98 departments, 20 scientific 
research institutes and centers, a techno-park; more than 2 000 professors, doctors, scientific candidates and 
PhD’s, more than 100 academicians of the largest academies, about 30 honored figures of the Republic of 
Kazakhstan, more than 30 laureates of State and nominal awards of RK and 40 laureates of the young 
scientists’ awards, 45 fellows of state scientific fellowships. More than 18 000 students and masters at the 
multilevel system of higher professional education study in the university. We cooperate with 418 largest 
international universities of the world on the realization of joint international educational programs, 
exchange programs for students and internship. 
The Information Systems Department of KazNU named al-Farabi is committed to providing 
undergraduate and graduate students with the knowledge and skills required to plan, develop, and deploy 
technology-based business solutions. Students are equipped with a solid understanding of the strategic role of 
information systems in organizations and the influential role of technology in society.The department trains 
specialists in the field of information systems, recruits to the specialty: 
Bachelor's Degree 
6B070300 – Information Systems; 
6B070200 – Automation and Control; 
Master's Degree 
6М070300 – Information Systems;  
6М100200 – Information Security Systems; 
6М070200 – Automation and Control; 
Ph.D. 
6D070300 – Information Systems, 
6D100200 – Information Security Systems, 
6D070200 – Automation and Control. 
Teachers of IS department are taking part in the three educational TEMPUS projects now. 
TEMPUS PICTET. Project is designed for strengthening of the links between education and ICT 
business by enhancing the RU-KZ system of professional ICT-training by using EQF, building effective 
System of professional ICT-Education, setting up Network of ICT-training centers in RU/KZ universities for 
enforcing infrastructure and framework. Wider objective is the improvement of the quality of ICT-specialists 
preparation by building an effective System of professional ICT-education and strengthening links with 
business environment in RU and KZ. 
The project specific objectives: 
• To create e-qualifications framework for RU and KZ 
• To establish a network of ICT-training centers in PC universities  
• To create the new methodology of professional ICT-training  
• To elaborate  new curricula for ICT-qualifications and introduce them into practice of professional 
training, providing with teaching materials and learning environment 
• To develop a quality assurance mechanisms ensuring the quality of professional training in ICT  
• Dissemination of the System of professional ICT-education, new methodology, teaching materials 
and methods among ICT-educators and ICT-business. 

7 
 
TEMPUS PROMIS.PROMIS stands for PROfessional network of Master’s degrees in Informatics as 
a Second Competence. 
Project’smainGoals: 
 
Extension of ERAMIS network in Central Asia 
 
Improvement of the academic quality of the network 
 
Improvement of the vocational focus of the master degrees in computer sciences in different ways 
 
Establishment of strong relationships between companies and universities 
 
Adapting teaching process to the students working in parallel of the studies 
 
Improvement of the network by sharing courses and pedagogic material 
TEMPUS MEDIS. 
In winter of 2014 an international project MEDIS (A Methodology for the Formation of Highly 
Qualified Engineers at Masters Level in the Design and Development of Advanced Industrial Informatics) 
started as part of TEMPUS IV - 6th Call for proposals program. Given the above, this project is an excellent 
opportunity to adopt innovative teaching methods of European universities for quality education of 
engineering students. MEDIS project aims to adapt master trainingprograms for engineering specialties from 
EU partner universities by including in programs the Advanced Industrial Informatics Specialization Module 
(AIISM) aimed at training professionals in engineering design and development ofindustrial information 
systems using microcomputers, industrial computers, mobile and cloud computing platforms for decentralized 
control and management of complex processes. Such courses willcontribute to preparation of highly skilled 
engineers who will be able integrate easily into labor market. Moreover, involvement of such engineers in 
production will help increase productivity and competitiveness of companies, thus contributing to 
development of the whole society [1]. 
The objectives of the project are: 
 
offer PBL (problem-based learning) methodology and develop resources for teaching the proposed 
modern industrial informatics specialization module (AIISM); 
 
review the curricula of universities in partner countries and adapt AIISM in order to integrate it into 
specific training programs in each partner country; 
 
develop training courses and train teachers, support and administrative staff in the partner countries; 
 
implement AIISM-PBL methodology in the partner countries and contribute to its further use; 
 
evaluate the results of AIISM implementing; 
 
disseminate experience and resultsof the project among interested parties. 
  On 19-22 of February, 2014 an organizational meeting of project participants was held in the 
Polytechnic University of Valencia (Spain), and on 23-24 of October, 2014, a regular meeting of MEDIS 
project executors was held in the Technical University of Sofia (Bulgaria). At this stage, teachers of 
information systems department carried out a possibilities analysis of AIISM integration in the master 
curricula and trainings for trainers for courses under consideration has started. Project participants from the 
EU university partners have developed educational programs based on problem-oriented and project-oriented 
approaches to learning.  
The methodology aims to create a working environment for students that is as close as possible to the 
working environment in industrial companies. 
Theteachingconsistsof: 
1.  Lectures: that describe the main idea by showing examples of corresponding applications. 
2.  Seminars: that discuss solutions to the stated real problem proposed by the group. 
3.  Laboratory classes: where students apply the proposed solution. 
4.  Mini-projects: that teach to plan, design and develop solutions for effective control of distributed 
and complex manufacturing processes. 
The developed methodology is mainly based on problem based learning (PBL) and other accepted 
active learning techniques with the intention of creating a realistic working environment which the student 
will experience in his future career. This model is based on the educational goals proposed by the 
Accreditation Board for Engineering and Technology (ABET) [2] and different experiences [3,4]. 
Proposed method of learning requires specially equipped laboratory classes (industrial computers, 
microcomputers, simulators, etc.). At this stage of the project works on the purchase of related equipment is 
being carried out. AIISM moduleconsistsof 5 sub-modules: 
 Industrialcomputers; 
 Microcomputers; 
 Mobile and cloud computing platforms; 

8 
 
 Industrialnetworksandprotocols; 
 Industrialcontrollersandsimulators. 
Project executors from Kazakhstan and foreign countries: 
 Universitat Politecnica de Valencia (Spain) 
 MalardalenUniversity (Sweden); 
 Technical University of Sofia (Bulgaria); 
 UniversityofStuttgart (Germany); 
 UniversityofPorto (Portugal); 
 al-Farabi Kazakh National University (Kazakhstan); 
 S.Toraigyrov Pavlodar State University (Kazakhstan); 
 Saint Petersburg State Polytechnic University (Russia); 
 PetrozavodskStateUniversity (Russia); 
 Odessa National Polytechnic University (Ukraine); 
 Ukrainian National Technical University (Ukraine). 
According to the plan of MEDIS project the new curriculums were elaborated for the specialties of 
Information Systems,Information Security Systems, Automation and Control. Five new courses will be 
introduced during 2015-2016 educational year.Parts of curricula for corresponding specialties are shown in 
tables 1,2,3. 
 
Table 1.6М070200– Automation and Control