The credit system of education significantly changes the work of teachers, puts them with the need for constant self-improvement and self-education, the creation of new educational and methodological support for the educational process, providing, first of all, a higher qualitative significance of students’ independent work, while paying serious attention to the content of the material for the classroom and outside auditory work.

The credit system of education provides for full consideration of the interests of students, ensuring their educational needs, creating competition between teachers, improving and applying various teaching methods, including improving the quality of educational and methodological support.

Educational and methodological complexes of disciplines are traditionally the basis of the organizational and methodological support of the educational process.

Educational and methodological complexes of disciplines are developed in accordance with the content of the State Educational Standard of the Republic of Kazakhstan, the educational program, the catalogue of elective disciplines, the working curricula of the specialty/educational program and reflect the main content of the discipline being taught, which is designed to facilitate the choice of the discipline/module for students and, accordingly, the learning path.

• determining the place and role of an academic discipline in the educational program of a specific specialty/educational program;
• implementation of interdisciplinary logical connections of the educational program;
• distribution of study time by topic and type of study;
• organization of students’ independent work in the classroom and outside the classroom;
• activation of cognitive and creative activity of students;
• ensuring the interconnection of educational and research processes.

determines the requirements for the content of education with a focus on learning outcomes, the maximum volume of the teaching load of students, the level of training of students, the period of study in organizations of higher and (or) postgraduate education.

The purpose of this standard is to determine the structure and content of educational and professional programs of higher professional education.

• working curriculum;
• catalog of elective disciplines;
• map of educational and methodological provision of disciplines of the specialty/educational program;
• guidelines for the passage of professional practices;
• guidelines for the implementation of diploma works (projects);
• guidelines for the final state certification of students

• standard curriculum of the discipline (if the discipline is a compulsory component);
• working curriculum of the discipline;
• the program of study in the discipline (Syllabus) for the student;
• a map of the educational and methodological provision of the discipline;
• lecture complex (lecture abstracts, illustrative and handout material; list of recommended literature);
• plans for seminars (practical) classes;
• guidelines for the study of disciplines;
• methodical recommendations and instructions on standard calculations, the performance of calculation and graphics, laboratory works, course projects (works);
• materials for the student’s independent work: sets of homework texts, self-control materials for each topic, assignments for the implementation of current types of work, essays and other homework assignments indicating labor intensity and literature;
• guidelines for the passage of educational, industrial and undergraduate practice, forms of reporting documentation;
• materials for monitoring and evaluating the educational achievements of students (written control tasks, test tasks; a list of questions for self-study, exam tickets, etc.);
• software and multimedia support for training sessions (depending on the content of the discipline); list of specialized classrooms and laboratories.

The educational and methodological complex of the discipline is discussed at a meeting of the department and the educational and methodological commission for quality.

The educational process is carried out taking into account all types of classes: lectures, seminars (practical), laboratory, SDSA – IWSGT and IWS, term papers and projects, types of practice.

IWS – independent work of a student, which is 2/3 of the total labor intensity of the course.

IWSGT is an independent work of a student under the guidance of a teacher. IWSGT classes are held in the form of consultations on doing home practical assignments, on writing course projects or papers, tests, essays, reports, abstracts, compiling an annotated card file, putting forward hypotheses, preparing for a colloquium and other various types of work, as well as in the form of their control and evaluation.

IWS – extracurricular independent work of the student. It is organized as a type of search and research nature of educational and cognitive activity, controlled through educational and methodological materials.

The result is the mastery of the skills of self-educational activity as the implementation of the concept of “Education through life”.