Russian Higher Education and European Standards of Quality Assurance

2012 ◽  
Vol 47 (1) ◽  
pp. 25-36 ◽  
Author(s):  
Galina Motova ◽  
Ritta Pykkö
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Russian Higher Education ◽  
European Standards

CONCEPTUAL BASES OF ADAPTATION OF UKRAINE’S HIGHER EDUCATION TO THE STANDARDS OF EDUCATION QUALITY OF THE EUROPEAN AREA

2018 ◽  
Author(s):  
Nina Batechko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
European Area ◽  
European Higher Education ◽  
European Standards ◽  
Conceptual Foundations

The article outlines the conceptual framework for adapting Ukrainian higher education to the Standards and Recommendations for Quality Assurance in the European higher education area. The role of the Bologna Declaration in ensuring the quality of higher education in Europe has been explained. The conceptual foundations and the essence of standards and recommendations on quality assurance in the European higher education area have been defined. The Ukrainian realities of the adaptation of higher education of Ukraine to the educational European standards of quality have been characterized.

scholarly journals Accreditation of educational activities in the aspect of international quality assurance standards

2019 ◽  
Vol 70 ◽  
pp. 04005 ◽  
Author(s):  
Timur Tabishev
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Bologna Process ◽  
Federal State ◽  
Final Report ◽  
Educational Activities ◽  
Russian State ◽  
European Standards ◽  
State Accreditation ◽  
State Educational

The article considers the peculiarities of the Russian national educational space and legislation in the aspect of international (European) standards of quality assurance of higher education ESG (European Standards and Guidelines). The official materials and statistical data of the Executive Agency for Educational and Cultural Programs of the European Commission, given in the final report on the realization and implementation of the principles of the Bologna Process “The European Higher Education Area in 2018”, are analyzed. The main points where the procedures of the Russian state accreditation of educational activities in accordance with the requirements of the Federal State Educational Standards of Higher Education (FSES HE) and the European international (professional-public) accreditation of standards and recommendations for quality assurance of higher education in the European space ESG are reflected and their main distinguishing features are indicated.

A comprehensive internal quality assurance system at University of Minho

2017 ◽  
Vol 34 (2) ◽  
pp. 278-294 ◽  
Author(s):  
Isabel M. Santos ◽  
Graciete Dias
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Academic Community ◽  
Internal Quality ◽  
Content Type ◽  
Study Approach ◽  
European Standards ◽  
Set Up

Purpose The European Standards and Guidelines (ESG) for quality assurance (QA) adopted at the Bergen Ministerial Meeting in 2005 in the scope of the Bologna process call upon higher education institutions to take up a systematic approach to internal QA. Standard 1.1 of the ESG establishes that institutions should have a policy and associated procedures for the assurance of the quality and standards of their programmes and awards. University of Minho (UMinho) has a longstanding experience on innovative methods for the coordination and management of the teaching and learning processes, including, since 1991, systematic mechanisms for the evaluation of teaching. However, to fulfil the new demands raised by the ESG UMinho felt the need to define a formal institutional quality policy, building upon the existing procedures and mechanisms in order to set up a comprehensive internal QA system (SIGAQ-UM) fully compatible with the ESG. The purpose of this paper is to present the distinctive features of SIGAQ-UM, the procedures involved in its certification by Agency for Assessment and Accreditation of Higher Education (A3ES), as well as on the perceived impact on the university’s activities, including some comments on the difficulties to develop and consolidate a quality culture embedded in all the academic community. Design/methodology/approach Case study approach. Findings SIGAQ-UM is a fully operational comprehensive internal QA system certified by the Portuguese Agency A3ES in January 2013, with considerable impact on the university’s operation. Originality/value Disclosure of best practices on QA in higher education.

scholarly journals Twenty years of accreditation in Russian higher education: lessons learnt

2020 ◽  
Vol 14 (1) ◽  
pp. 33-51
Author(s):  
Galina Motova ◽  
Vladimir Navodnov
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Evaluation ◽  
Transformation Process ◽  
The State ◽  
Content Type ◽  
Russian Higher Education ◽  
State Education ◽  
Short Period ◽  
State Accreditation

PurposeThe purpose of this article is to analyze main principles, forms and approaches to education quality evaluation in the process of establishment, development and crucial changes in the state accreditation of educational institutions and study programmes in Russian higher education in the last 20 years.Design/methodology/approachThe major research method used in the paper is the qualitative analysis of legal and statistical documents, research papers and accreditation practices, which impacted the development and transformation of accreditation forms in Russia.FindingsThe transformation process of state accreditation during the last 20 years was conditioned by the changes in the state education policy and socio-economic situation. In a short period, under the influence of internal and external factors, Russian higher education has experienced significant changes in the structure of higher education and quality assurance. This resulted in different approaches to accreditation: state and independent, mandatory and voluntary, national and international.Practical implicationsThe research outcomes may be applicable in the countries with developing accreditation systems and comparable scope of education.Social implicationsThe study identifies the tendencies in the development of higher education and quality evaluation.Originality/valueThe paper systematizes the tendencies of development in quality assurance and distinguishes specific features and diversity of forms of the quality assurance in one of the largest systems of higher education.

scholarly journals “Conditioned” Quality Assurance of Higher Education in Georgia: Talking the EU Talk

2020 ◽  
Vol 10 (2) ◽  
pp. 75-95
Author(s):  
Mariam Amashukeli ◽  
Diana Lezhava ◽  
Marine Chitashvili
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Internal Quality ◽  
Association Agreement ◽  
Eu Integration ◽  
Higher Education Quality ◽  
Standards And Guidelines ◽  
European Standards ◽  
The Government ◽  
The Eu

Abstract The article discusses the latest wave of the higher education quality assurance (QA) reform, implemented by the Government of Georgia in response to its obligations envisaged by the EU–Georgia Association Agreement and its consequent Association Agenda 2017–2020. We argue that Eu conditionality was a major driving factor for the modernization of Georgian QA system according to the European Standards and Guidelines for Quality Assurance (ESG 2015), and even though the reform was mostly implemented in the framework of the country’s EU integration, an expected reward in the form of the membership of the European Association for Quality Assurance in Higher Education (ENQA) granted to the national Center for Educational Quality Enhancement (NCEQE) of Georgia was the major driving force for implementing the reform successfully. While this reward-driven reform has resulted in the ENQA membership, it has not inevitably led to building a sustainable, independent and development-oriented external quality assurance system for the enhancement of Georgian higher education. Therefore, the entire QA reform was merely aimed at “talking the EU talk” (Schimmelfennig & Sedelmeier, 2005, p. 27) by the Georgian government instead of actually being focused on the development of internal “quality culture” in Georgian higher education institutions.

scholarly journals Independent Assessment of the Quality of Russian Higher Education: What is the Point and What Can Be Improved

2020 ◽  
Vol 29 (2) ◽  
pp. 41-49 ◽  
Author(s):  
A. L. Drondin
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Effective Interaction ◽  
Educational Programs ◽  
Theory And Practice ◽  
Necessary Condition ◽  
Quality Of Higher Education ◽  
Russian Higher Education ◽  
Independent Evaluation

An effective interaction between all stakeholders in the market of educational services is a necessary condition for improving the assessment of the quality of higher education, which, in turn, accentuates high relevance of studying the theory and practice of independent evaluation of higher education quality and quality assurance of educational programs. This is the main purpose of this publication, which is the result of the research in the field of independent evaluation and public accreditation of professional educational programs.During the examination of the projects on independent evaluation and professional and public accreditation of professional educational programs, the following methods were used: collection of empirical information, an analysis of official documents on quality assurance of education, generalization, interpretation.The article outlines a set of systemic problems hindering the process of formation of professional and public accreditation of professional educational programs launched in Russia and proposes the method of improving the independent evaluation and public accreditation of professional educational programs, which can be treated as a real leverage to improve the quality of domestic higher education.

scholarly journals The QUEECA Experience

2016 ◽  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Engineering Education ◽  
Central Asia ◽  
Quality Label ◽  
Educational Programmes ◽  
Standards And Guidelines ◽  
European Standards ◽  
European Standards And Guidelines

QUEECA is a Tempus project which aims at setting up and implementing a system of Quality Assurance of Engineering Education (EE) in Central Asia countries, finalized to the pre-professional accredition of engineering programmes (i.e. accredition of educational programmes as entry route to the eng. profession). The accredited programmes must satisfy the same pre-requisites for the award of the EUR-ACE quality label, i.e. the EUR-ACE Framework Standards (EAFS) and the European Standards and Guidelines for Quality Assurance in Higher Education.

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