PROBLEMS OF THE CHOICE OF TECHNOLOGY TRAINING AND DESIGNING THE LEARNING OUTCOMES OF MASTER EDUCATION PROGRAMS
In the two-level education system, a special place is occupied by the magistracy. The master's program is aimed at the development of professional and personal qualities and research competence in the professional sphere. Currently, at the request of the new state educational standards of higher education, each University independently develops basic educational programs in all areas. The main component of the basic education programme is the learning outcomes, which determine what students are able to do at the end of their studies. However, the methodological basis for the design and evaluation of integrated learning outcomes of the basic education programme is are insufficiently studied. The results-based approach provides a number of benefits for those who teach and design courses in higher education. For example, they bring clarity, accuracy and transparency to curriculum development, teaching and evaluation practices. The transition to learning outcomes opens up course design to better curriculum alignment and accountability in teaching and learning. Well-designed learning outcomes bring clarity to expectations about student performance and open up new opportunities to increase student satisfaction. Learning outcomes and learning taxonomy are now Central to teaching and learning in higher education. They provide opportunities to achieve what is commonly referred to as"curriculum alignment". The article deals with some conclusions on the study of the problems of designing the learning outcomes in educational areas at the Osh state University, on the example of the master's program "Physical and mathematical education". And also the selection of effective learning technologies for the implementation of the basic educational program is considered.