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1

ОСНОВНІ КРИТЕРІЇ ЯКОСТІ ВИЩОЇ ОСВІТИ: ДОСВІД ВЕЛИКОЇ БРИТАНІЇ

100%
Медведовська Д. я.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
48-54
EN
The author considers the concept of “quality of higher education”, examines a variety of approaches to its definition and experience of Great Britain, the opportunity to use this experience in the modern system of national higher education. A brief description of the current criteria for assessing the quality of education, criteria and standards, which are used for evaluating the quality of education, is given. It is determined that the level of the institution is necessary to provide quality of educational services; viable implement international quality standards of education; contribute to the educational process, adequate to modern trends in the development of national and world economy. In order to consider the school modern and prestigious, it is necessary to pay attention to solving the most important goal – providing quality knowledge. The problem of quality of graduates’ knowledge remains one of the most important and at the same time – one of the most difficult. Most estimates indicate the quality of higher education is the experience of Great Britain, which is part of the founders of the Bologna process, whose system of external evaluation of the quality of higher education is not just comprehensive, but also one of the toughest and most prestigious in the world. The most interesting innovation in the field of quality of education of Great Britain were the subject of detailed scientific discussions aimed at drafting a new pan-European approach to the quality management education. In the UK universities are independent, autonomous organizations with their own legal authorities, both academic and administrative. Given the need to implement European standards of quality educational services in the European educational space, the institution should provide the quality educational services; effectively implement the international standards of education; promote the organization centered learning process, adequate to modern trends of national and world economy; promote quality control training for all the levels of education; exert every effort to attend schools in the annual rankings of universities around the world. Today the quality of European higher education directly depends on the ability of the institution to form a “value added”, which is possible only if there is a focus on the qualities that are necessary to function in the modern society: openness and interest in the environment, innovation, morality, social activity and responsibility, the ability to learn throughout life.
2

СУЧАСНІ МОДЕЛІ ОЦІНЮВАННЯ ЯКОСТІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ СТУДЕНТСЬКОЇ МОЛОДІ

86%
Кубанов Р.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 5(39)
122-131
EN
The models of estimation quality of students’ vocational training of different researchers have been analyzed. According to the author the general technique of evaluating the quality of vocational training of students consists of techniques of estimating the applicants’ level of knowledge, methods of estimating processes, methods of evaluation of students’ achievements, their self-assessment techniques, methods of estimating the employer and society. The article points out that greater objectivity the quality of future professionals’ training assessment gain when different approaches are used together. In this case, the technique will facilitate the development of set of assessment criteria, which include the general requirements for the quality of training for all areas of knowledge, and will serve as a fundamental theoretical basis of evaluating the quality of professional training in higher educational institutions. For example, in the evaluating of the training quality of future specialists may implemented such indicators that would meet the qualitative characteristics of a modern specialist model (analysis of the development of professional, personal, creative qualities of the students). It’s emphasizes that personality formation occurs in the process of influence on his/her cultural environment of higher education. Therefore, to form a bright, creative, highly individual student is extremely important to create the University of humanitarian professionally oriented environment. Luhansk Taras Shevchenko National University in its activities orients on the professional training that will meet the modern requirements of the labor market. The university developed a multi-tiered system of quality vocational training of students of economic specialties. It is concluded that the level of knowledge of the graduates, ethical and social maturity are the determining factors for successful learning at the university. Therefore, the quality management system of the university education should be comprehensive, covering all the stages of education, including pre-university preparation, direct training in the universities and support of the graduates in the field of their use in production. The author states that the model of the estimation of students training of economic specialities will be developed and described in the further studies.
3

АКТУАЛЬНІ ПРОБЛЕМИ ЯКОСТІ ВИКЛАДАННЯ У ЄВРОПЕЙСЬКІЙ ВИЩІЙ ШКОЛІ: АНАЛІЗ ПРІОРИТЕТІВ ОСВІТНЬОЇ ПОЛІТИКИ ЄС

86%
Аліна С.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 5(69)
50-65
EN
The study is devoted to highlighting the priorities of European Union policy in the sphere of higher education. On the basis of structural and logical analysis of the EU documents devoted to the problems of higher education quality, the dynamics of development of Quality Assurance strategies in teaching in HEI is characterized. The analysis of the source of the study made it clear that the issues of ensuring the quality of teaching in higher education had become the subject of cooperation between the political and academic communities of the European region from the very first days of the existence of the EU. It is revealed that the problem of the quality of higher education and teaching excellence remains relevant in modern conditions. Through the terminological analysis of the content of international and national documents on higher education, the essence of key concepts of research (quality of higher education, quality of teaching in higher school) is specified. The structure of standards for quality assurance in higher education developed and adopted by ENQA in cooperation with other regional organizations, members of the E-4 Bologna Process Group is highlighted. It is shown that the Standards outline, first of all, the context, scope, purposes and principles for Quality Assurance (QA) in the European Higher Education Area. Three dimensions of standards are defined: 1) internal (institutional); 2) external (national, supranational); 3) standards for the quality assurance agencies. The political, administrative, pedagogical and technological dimensions of the recommendations presented in the modern EU documents on QA of teaching at the higher school are outlined. The urgent directions of the updated EU agenda on QA of higher education, adopted in 2017, were found: 1) tackling future skills mismatches and promoting excellence in skills development; 2) building inclusive and connected higher education systems; 3) ensuring higher education institutions contribute to innovation; 4) supporting effective and efficient higher education systems. Conclusions are made on deepening of interpretation of the essence of the problems existing in European higher education in EU documents. The trends consist in the transition from general political rhetoric to the need to ensure the quality of the educational process to a highly professional, holistic analysis of the mechanisms for solving the problem, which includes the characteristics of the external (political, economic, social, cultural) and internal (academic) contexts of the functioning of European higher education; generalization of the positive experience of national educational systems from the problem under study; development of European Standards and Recommendations on QA; scientific and pedagogical recommendations on the application of innovative forms and teaching methods, high-tech approaches to organization of the educational process; promotion of high quality teaching and formation of a system of continuous professional development of higher school teachers.
4

ЕТАПИ РОЗВИТКУЄВРОПЕЙСЬКОГО ВИМІРУ ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ВИЩОЇ ОСВІТИ

86%
Єременко І., Сбруєва А.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 8(72)
71-86
EN
The study described the stages of development of a supranational (European) dimension of quality assurance in higher education. To achieve the goal, methods of diachronic and synchronous, comparative analysis of EU documents and the documents of European organizations – collective actors of the Bologna Process (ENQA, ESU, EUA, EURASHE), as well as retrospective and structural-logical analysis of the activities of international organizations of QA (networks, associations, agencies) were used. The following stages of development of the European dimension of QA are identified: 1) the stage of development and experimental verification of QA methodology and procedures in the European region (1991–1997) – preparation and conduction of pilot experiments aimed at the development and implementation of a unified QA methodology in the European region, which should be open to adaptation to its national variants; 2) the stage of institutionalization of the European dimension of QA (1998–2005): the establishment of international QA agencies (ENQA, 2000, CEENQA, 2001, ECA, 2003, NOQA, 2003, etc.), definition of the principles and content of their activities . Launching EQAF as a permanent platform to discuss the development of the European dimension of QA in political, scientific and methodological formats; 3) the stage of standardization of the European dimension of QA (2005–2015): development of ENQA in conjunction with EURASHE, ESU, EUA and approval at the Bergen Ministerial Summit of the document “Standards and Guidelines for Quality Assurance in the European Higher Education Area” (2005), creation of EQAR as a tool for standardizing the activities of national QA agencies, further developing and intensifying the interaction of QA structures at different levels; 4) the stage of legitimizing the European dimension of QA (since 2015): the adoption of the new edition of the “Standards and Guidelines for Quality Assurance in the European Higher Education Area”, creation of the European approach to quality assurance of joint programs, the transformation of the European dimension of QA into a leading factor in modernization the EHEA in accordance with the needs of the socio-economic, socio-political, cultural and educational development of the region. Systemic internationalization of QA, the leading tools of which are: cross-border activities of QA agencies, assessment of the quality of joint educational programs of universities of different countries; assessment of the quality of cross-border/transnational higher education.
5
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How do University Students Learn: Learning Styles and Approaches in the Context of Subjective Quality of Higher Education Teaching and Learning Effectiveness

86%
Juklová K.
The New Educational Review
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2013
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vol. 33
155-164
EN
This paper examines the styles and approaches to learning in contemporary higher education students. These individual characteristics are seen as results of the interaction between student individuality and the learning environment stimuli. The presented research is based on the assumption of existing interactions among the nature of study environment, the student’s approach to learning and his/her study effectiveness. Research results confirm this assumption and enable to analyze findings in the context of a specific learning environment.
6
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Transformation of university education. From the principle of reason to the principle of the market

72%
Boczkowski A.
Przegląd Socjologiczny
|
2016
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vol. LXV (65)
|
issue 4
59-74
EN
Some ideological trends in higher education global discourse, and practical changes in higher education institutions that occur in countries participating in Bologna process, are leading to decreasing the quality of teaching and learning in many fields of university studies. In this paper an attempt is made to characterize the quality of higher education as a subjective or inter-subjective construct referring to the effectiveness and usefulness of the educational process. Also, some aspects of the marketisation of universities (in particular some of its underlying reasons and consequences) are discussed in the last part of the paper.
PL
Niektóre tendencje ideologiczne w globalnym dyskursie edukacyjnym oraz faktyczne zmiany w szkolnictwie wyższym dokonujące się w krajach uczestniczących w procesie bolońskim prowadzą w szczególności do obniżania się jakości nauczania i uczenia się na licznych kierunkach studiów uniwersyteckich. W artykule podjęto próbę scharakteryzowania jakości kształcenia na poziomie wyższym jako zsubiektywizowanego konstruktu odnoszącego się do skuteczności i użyteczności procesu kształcenia. W ostatniej części artykułu omówione zostały niektóre aspekty urynkowienia uniwersytetów (w tym niektóre jego przyczyny i konsekwencje).
7
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Zależność pomiędzy aktywnością naukową kadr akademickich a jakością kształcenia

72%
Rocki M.
|
2019
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vol. 64
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issue 3
27-41
EN
The analyses of the quality of tertiary education are frequently in line with scientific activity of academic teachers from the given university. Data regarding applications for research grants within 2013-2017 published by the National Center of Science as well as data from the monitoring system of professional careers of graduates, allow to verify the above mentioned relationship. The main results of the analyses cover universities with the units that applied for grants in the field of economic science and are showing not strong but statistically significant correlation between the graduates incomes and activites of academic teachers.
PL
Analizy jakości kształcenia w szkołach wyższych często wiążą wysoką jakość z aktywnością naukową pracowników jednostki prowadzącej studia. Opublikowanie przez Narodowe Centrum Nauki zestawienia wnioskodawców w konkursach o granty badawcze z lat 2013-2017, a jednocześnie dostępność informacji z ogólnopolskiego systemu monitorowania ekonomicznych losów absolwentów pozwalają na dokonanie próby weryfikacji tej zależności. Zasadnicze wyniki analiz dotyczą uczelni, których jednostki występowały o granty w zakresie nauk ekonomicznych. Prowadzone badania wskazują na niezbyt silny, ale statystycznie istotny związek między zarobkami absolwentów a aktywnością naukową kadr akademickich.
8

СИСТЕМИ ОЦІНКИ ЯКОСТІ ВИЩОЇ ОСВІТИ В КРАЇНАХ БАЛТІЇ: ПОРІВНЯЛЬНИЙ АНАЛІЗ

58%
Конограй В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 10(54)
349-359
EN
The basic criteria of the higher education quality assessment in the Baltic States (Lithuania, Latvia, Estonia) are shown in the article. The author characterizes the features of the organization of licensing and accreditation for higher educational establishments and also training programs in which they work. A basic accreditation of educational programs had developed in these countries, because the content of the assessment during certification (external expertise) are the quality indicators not only of these programs and training, but also of a higher educational institution as a whole. The specified organs monitor the quality of education in each country: Council-board on quality assessment for higher education, Center for Higher Education Accreditating in Estonia, Center on quality assessment for higher education in Latvia and Lithuania. The basic steps of the procedure for licensing and accreditation of higher educational establishment are pointed out, including: introspection (self-examination, self-control); external expertise conducted by the expert commission on departure to higher educational establishment; the decision of accreditation and (or) certification. The decision taken by the Council-board on Accreditation for Higher Education (while higher educational establishment accreditating) or the Commission on Accreditation (while educational programs accreditating) and it can be of three types: full, conditional and refuse of accreditation. The author reveals the principles of evaluation and interpretation of the results for higher education quality. To assess the quality of education in the Baltic countries expert methods are used. The comparative analysis of the licensing procedures and accreditation in the Baltic countries, in particular defined species, types, terms, conditions of accreditation and licensing in Lithuania, Latvia, Estonia, and also the common features are defined in the article. Studying the European experience, including experience in assessing the quality for education of the Baltic countries where the level of higher education is quite high, there is a need to revise the current system of licensing and accreditation in Ukraine, formation of new, modern approaches to monitoring the quality of education. Based on the experience of the Baltic countries it was made an attempt to determine the priority areas for further improvement of the quality assessment system in Ukraine.
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