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This is an Open Access article, distributed under the terms 
of the Creative Commons Attribution CC BY 4.0

1 State Scientific Institution "Institute of Education Content Modernization", Ukraine (corresponding author)
E-mail: sum1971@ukr.net
ORCID: https://orcid.org/0000-0001-5623-1965
ResearcherID: GPK-4326-2022
2 Odessa National Medical University, Ukraine
E-mail: viktoriyaborshch@gmail.com
ORCID: https://orcid.org/0000-0001-6400-7840
3 IT STEP University, Ukraine
E-mail: e_research@ukr.net
ORCID: https://orcid.org/0000-0002-9741-9726

DOI: https://doi.org/10.30525/2256-0742/2023-9-2-181-185

CONCEPTUALISM OF THE ORGANIZATION  
OF EDUCATIONAL AND METHODICAL ACTIVITY AS A KEY 

MODEL FOR ENSURING THE QUALITY OF EDUCATION*

Yuriy Safonov1, Viktoriia Borshch2, Alexander Melnikov3

Abstract. The main purpose of the paper is to analyze the process of the organization of educational and  
methodical activity of educational institutions as a key model for ensuring the quality of education.  
Methodology. This study combines the analysis of organizational and methodical activity in different Ukrainian 
educational institutions and the analysis of their organizational tools. The method of qualimetric scales for 
measuring organizational and methodical activity proposed in this study can be used in organizing quality  
control of methodical support and support of educational programs at various levels. The background for 
this analysis is the data of Odessa National Medical University, Kyiv National Economic University named after  
Vadym Hetman, Yuriy Fedkovych Chernivtsi National University. Findings. In the article the problem of  
assessment of quality of education in general was considered. The authors have analyzed the problem of  
assessment of quality of educational and methodical support. In the paper the basic principles of formation of 
educational and methodical complex and defined levels of assimilation of educational material were revealed.  
The authors have considered the criteria of assessment of quality of educational and methodical complex.  
The frequency of their use is determined. On the basis of the frequency of use the criteria for evaluation of 
the pedagogical and methodical complex in educational institutions are identified and described. Practical  
implications. The results of the research are a methodological and practical basis for improvement of the 
organizational mechanism of educational and methodical activity of educational institutions. The results  
of the conducted research could be a framework for formation of effective educational system in Ukraine,  
providing constant development of the system of ensuring the quality of education. The main proposals  
could be used by the Ministry of Education and Science of Ukraine, also they should be taken into consideration  
by educational institutions.

Key words: education, educational institution, educational and methodical activity, educational and methodical 
complex, quality of education.

JEL Classification: I20, I23

1. Introduction
The effectiveness of professional training of future 

specialists trained in various educational fields  
depends largely on the level of pedagogical and 
methodical work of an educational institution, which 
is the key area of activity of any educational institution.

The transformation of the Ukrainian society, 
its informational progress, integration into 

the European and world educational space,  
changes in the educational paradigm of 
education, rethinking of the value orientations in  
psychological and pedagogical science, search 
and implementation of innovative educational  
technologies determine the main directions of 
pedagogical and methodical work of an educational 
institution. 

* The article was written in accordance with scientific topic No. 0122U002363



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Educational and methodical work as one of the key 

elements of ensuring the quality of education must 
be organized and carried out as a holistic system of 
actions and measures aimed at ensuring the quality 
of professional training of students, improving 
the qualifications and professionalism of each  
educational staff, activating the creative potential of 
educators and students.

The modern system of elementary and methodical 
work should be based on the achievements 
of pedagogical science, advanced pedagogical  
experience, quantitative and qualitative analysis  
of the educational process and include analytical, 
diagnostic, research, scientific, practical and 
informational activities. 

Educational and methodical work is a tool to  
organize and support the educational process, it 
gives a fairly complete picture of both the amount of  
learning content to be mastered, and the most 
appropriate ways and means of building the  
educational process. A modern student should  
receive not only a "storage medium", but a guide that 
helps to understand the huge flow of information.

Such work in universities is carried out in  
accordance with the following regulatory documents: 
the Law of Ukraine "On Education", the Decree  
of the Ministry of Education of Ukraine dated 
02.06.1993 No. 161 "On approval of the Regulation 
on the organization of the educational process in 
higher educational institutions", the Resolutions 
of the Cabinet of Ministers of Ukraine dated 
09.05.1996 No. 1074 "On approval of regulations 
on state higher education institutions", the  
Resolutions of the Cabinet of Ministers of Ukraine  
dated 07.08.1998 No. 1247 "On the development  
of state standards of higher education", the  
Resolutions of the Cabinet of Ministers of 
20.01.1998 No. 65 "On approval of the Regulation  
on educational and qualification levels (degree 
education)" and other internal regulatory acts.

In accordance with the main ideas of the Bologna 
Process, the educational and methodological work 
is aimed at the implementation of the European  
Credit Transfer System, which in turn ensures the 
formation of competitive graduates in accordance  
with the directions of professional training. 

Therefore, the study of the organization of  
pedagogical and methodical work in educational 
institutions is extremely important for ensuring 
the quality of education at the national and  
international levels.

2. Methods and materials used
This study combines the analysis of organizational 

and methodical activity in different Ukrainian 
educational institutions and the analysis of their 

organizational tools. The method of qualimetric  
scales for measuring organizational and methodical 
activity proposed in this study can be used in  
organizing quality control of methodical support 
and support of educational programs at various 
levels. The background for this analysis is the data of  
Odessa National Medical University, Kyiv National 
Economic University named after Vadym Hetman, 
Yuriy Fedkovych Chernivtsi National University.

3. Discussion and research results
The problem of the quality of education has been  

one of the central issues for many years. However, 
its relevance and interest in its positive solution is  
manifested especially in connection with the 
development of such large-scale educational projects 
as accreditation and the formation of educational 
standards. For this study, a dual approach to the 
problem of organizing teaching and methodological 
work as an element of the quality of education  
through a combination of quality assurance and its 
evaluation seems relevant.

The quality of education depends on two levels 
of relations: internal (intra-systemic) and external  
(supra-systemic). The first level provides a structural 
analysis of the content of the standard, the second 
one provides the relationship of the subjects of the 
educational process, such as the state, society, social 
partners, interested in the quality of education of 
students.

Hence the following basic principles for the design  
of educational and methodological support:
1) the principle of determining the mechanism 
of interaction between the system and the  
environment requires creation of educational and 
methodical complex for implementation of the 
educational standard;
2) the principle of hierarchy provides for the 
implementation of continuity of educational material;
3) the principle of dynamics provides for the  
expansion of the developmental space, the creation 
of conditions for the integration of the student's 
personality into the modern educational space.

The source for identification of criteria of quality 
of educational and methodical complex is the idea of 
representation of quality of education in the form of 
levels of mastering of knowledge and skills.

Thus, there is the following characteristic of 
levels of assimilation as a sequence of mastering  
experiences and a measure of progress in 
mastering the content of the subject. Based on this  
characteristic, four levels of assimilation of the  
material can be distinguished. At the first level,  
a person's ability to recognize, recall, and reacquaint  
with previously studied material is manifested. 
At the second level, the student must be able to 



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reproduce the material, or individual aspects of it,  
independently and without external prompting. At the 
third level, the student must solve specific problems, 
transforming the material in familiar and unfamiliar 
situations within the framework of the material 
studied. The transfer of knowledge is limited by the 
age characteristics of the student and does not apply 
to the entire academic subject. At the fourth level,  
the student must independently construct and  
transform the material, transfer the information 
received to the solution of a wide class of problems  
in new situations.

Different authors distinguish such characteristics of 
the quality of knowledge assimilation as correctness, 
accuracy, completeness, generalization, depth, 
consistency, systematicity, strength, effectiveness of 
knowledge, etc. On the basis of these levels and the 
quality of assimilation of the material it is possible 
to identify the criteria which the educational and 
methodical complex should have. 

The educational and methodical complex of the 
educational process should be diverse, correspond  
to the variable educational programs, be developed  
for all types of educational activities of students and, 
above all, be distinguished by its complexity.

The requirements to the content of individual com-
ponents of the educational and methodical complex 
depend on the type of educational and methodical 
material, but an integrated approach should be common.

When choosing the main educational and 
methodological complex, one should be guided 
by various criteria, but the authors believe that the 
following should be the leading ones:
– Is this course a complete educational and  
methodical complex or is it necessary to select/compile 
the missing components?
– Does the educational and methodical complex  
meet the requirements of national regulations?
– Does this complex correspond to the age of the 
students, the possible context of their activities,  
their real interests, needs and possibilities?
– Does the complex sufficiently develop the necessary 
professional skills and abilities?

In the didactic aspect, attention is drawn to 
4 main groups of requirements related to the leading  
functions that the educational and methodological 
complex should perform:

1. Compliance with the requirements of the 
educational process (taking into account the 
requirements of the educational program, patterns 
of assimilation, interaction of all components of the 
educational program).

2. Purposefulness (goal orientation, allocation of 
threshold levels of skills, integrity of the elements  
of the educational and methodological complex).

3. Focus on the student (taking into account  
individual and age characteristics, relying on the 

intellectual abilities and learning level of the student, 
creating optimal conditions for independent work, 
a variety of work methods and types of educational 
activities).

4. Motivation (stimulation of cognitive activity, 
presentation of problems, personal significance of 
educational material and consideration of commu-
nicative needs of students, extensive use of means of 
designing educational and methodological complex).

These characteristics should be considered 
as invariable, i.e., characteristic for all types of  
educational and methodical complexes.

In accordance with the analyzed literature, the 
following criteria have been identified for the  
optimal evaluation of the educational and 
methodological complex:
1) scientific nature – validity and reliability of the 
content of educational and methodical support;
2) accessibility – the possibility of easy access to 
all components of educational and methodological 
support, as well as the clarity of their content for all 
participants of the educational process;
3) visibility – the presence in the educational and 
methodical support of tables, diagrams, multimedia 
materials that develop figurative thinking and  
influence visual, auditory perception of the material;
4) a systematic approach to content – all elements of 
educational and methodological support should be 
interconnected;
5) implementation of the principle of continuity  
of the studied material – the study of new material  
must be justified by the previous one;
6) completeness – the number of components of 
educational and methodical support, whether it is 
worth expanding it or not;
7) the possibility of providing differentiation and 
individualization of education – the possibility  
of taking into account the individual characteristics  
of the student and the possibility of implementing 
separate (group) education;
8) achievement of personal, subject and meta-subject 
results (orientation to program learning outcomes) –  
educational and methodical support should design 
the educational process in such a way that the results 
required by the educational standard are achieved;
9) the implementation of problematic and student-
centered approaches in education – educational 
and methodical support should be aimed at the 
comprehensive development of the individual 
and include problematic creative tasks that would  
contribute to such development;
10) purposefulness – orientation toward a specific goal.

The intra-university quality management system of 
educational and methodical activity should include 
the development of qualimetric scales for measuring 
certain types of activities and for measuring the 
quality of activities of individual management  



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objects. Assuming that it is necessary to evaluate the 
quality of the educational and methodical complex  
of the educational program as a whole and each 
discipline separately, then it becomes necessary 
to develop objective indicators and criteria for  
measuring the quality of this complex of academic 
disciplines and educational programs. For indicators  
of the subprocess of educational and methodical 
complex of educational programs, indicators are 
taken, which, first, can be objectively evaluated each 
separately, and, secondly, they must be managed, 
i.e., purposefully changed by improvement. Each 
university can independently determine and form  
the set of indicators. The method proposed in this  
study can be used in the organization of quality  
control of methodological support and support of 
educational programs at various levels.

Each object of methodological work must have its 
own qualimetric scale, which is formed taking into 
account the requirements of the Academic Council 
of the university, the Ministry of Education and 
Science, licensing and accreditation indicators. The 
indicators characterizing the objects of management 
of the subprocesses of methodological work are 
largely incommensurable with each other, since they 
reflect different types of methodological work and 
have different meanings. To resolve this conflict, the 
following indicator is proposed to be introduced:

Methodical support of the educational discipline 
(MS):

MS = Work Program + Books’ Provision +  
+ Educational & Methodical Complex +  
+ Educational & Control Methods

The Work Program contains 4 components: the 
structure of the discipline, the time norms, the work 
intensity of the discipline, the content of the discipline. 

Books' Provision contains 4 components: coefficient  
of books' provision of the main content of the  
discipline, books' supply of independent work, 
additional literature, novelty.

Educational & Methodical Complex contains 
6 components: structure, intermediate control, 
knowledge assessment tools, recommendations, 
methodological documentation, work design samples.

Educational & Control Methods contains 
3 components: teaching methods and technology, 
methods for organizing independent work, methods  
for monitoring learning outcomes.

For each of the components, weighting coefficients 
must be formed by an expert method. They allow 
to estimate the importance of each component, the 
value of various activities and to take into account 
the requirements of regulatory documents. Then 
the method of ranking should be applied to each  
educational and methodological complex of the 
academic discipline.

Using the proposed method of assessing the quality 
of methodical support of academic disciplines, it is 
possible to easily assess the quality of the educational 
and methodical complex of the educational program as 
a whole and, accordingly, to determine its place in the 
ranking of educational programs of the university.

As the indicators of licensing and accreditation 
of activities of educational institutions change, it 
becomes necessary to make adjustments to the system 
of evaluation of educational and methodological 
complexes and other sub-processes of methodological 
work. For this purpose in the algorithm for evaluation  
of objects of subprocesses of methodical work 
"regulation points" of the assessment system with 
weight coefficients are provided, which allow 
the educational institution to flexibly change the  
estimation of qualitative characteristics in order  
to focus on one or another type of methodical activity.

The data of the monitoring of the indicators of 
educational and methodological activities are the 
information base for the management decisions of 
the university administration for the optimization of 
the internal quality assurance of education, as well  
as for the system of implementation of the educational 
process for individual educational programs. If the 
monitoring is carried out systematically, including  
the constant measurement of the proposed  
indicator of educational and methodical activities,  
then the point of control should be the comparison 
of the actually achieved results with the planned 
ones. Control is carried out not only by evaluating 
indicators, but also in the form of questionnaires,  
tests, observations, interviews, verification of 
documentation, reports, focus groups.

4. Conclusions
Methodical work is carried out in accordance with 

the approved current plan of educational institution, in 
which such a form of assessment should be included. 
Implementation of the above proposed method of  
quality assessment of educational and methodological 
complex of educational programs on the basis of 
monitoring of subprocesses of methodological work  
of educational institution with administrative support 
allows to obtain information quickly. This method is one 
of the stages of the process approach to management 
of educational and methodological work within the 
internal system of quality assurance of education.

This method solves the problems of assessing the 
quality of education, conducting the educational  
process as a whole in the educational institution  
and in its structural divisions, the level of scientific, 
organizational and educational work performed and 
development of uniform pedagogical requirements, 
in the absence of which it is impossible to count on 
achieving high rates of the educational process.



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Received on: 10th of March, 2023
Accepted on: 18th of April, 2023
Published on: 23th of May, 2023