Quality of education as essential for sustainable development of Russia

2015 ◽  
Vol 3 (4) ◽  
pp. 388-396
Author(s):  
Ирина Краковская ◽  
Irina Krakovskaya ◽  
Надежда Гуськова ◽  
Nadezhda Guskova ◽  
Юлиана Слушкина ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
State University ◽  
Public Authorities ◽  
The Public ◽  
Quality Of Higher Education ◽  
Future Needs ◽  
Russian Higher Education ◽  
Higher Education Quality

The article substantiates the role of higher education quality in meeting the challenges of sustainable development of economy and society, its conformance to current and future needs of economy and society. The article also shows the results of the research in this area obtained by scientists of the management Department of Ogarev Mordovia State University during the preparation for the International conference «Lifelong Education Sustainable Development». Questioning of pupils, students, teachers, employers and public authorities of a number of regions of the Russian Federation (Mordovia Republic, Novosibirsk, Tambov, Penza and Moscow regions) allowed to study the public opinion about the quality of higher education in Russia, about its conforming to current and future needs of the economy and society, on the necessity of lifelong learning; to identify areas for further development of Russian higher education and its quality improvement in the interests of sustainable development.

scholarly journals Deming’s 14 points in modern higher education

2021 ◽  
Vol 94 ◽  
pp. 02002
Author(s):  
Ekaterina Bagrova ◽  
Sergei Kruchinin
Keyword(s):  
Higher Education ◽  
Public Education ◽  
Regular Education ◽  
Private Universities ◽  
Government Schools ◽  
Quality Of Higher Education ◽  
Russian Higher Education ◽  
Legal Restrictions

The paper discuss possibility to implement Deming’s 14 points into Russian higher education, taking into account partially online development. The majority of these points can be used to improve the quality of higher education. However, there are many legal restrictions to public education that result in specific, measurable results that do not fully implement Deming’s theories. Therefore, private universities have more potential to improve their quality then government schools. This fact explains the popularity of additional or professional courses in Russia as a substitute for regular education.

Benchmarking Global Best Practices for Improving Higher Education Quality in Africa

2020 ◽  
pp. 72-90
Author(s):  
Harrison Adewale Idowu
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Policy Implementation ◽  
Relevant Literature ◽  
University Administrators ◽  
Significant Progress ◽  
Quality Of Higher Education ◽  
Higher Education Quality ◽  
Asian Tigers

Given the deplorable state of higher education and the relatively poor attention given to education by African leaders and university administrators, the chapter interrogates global best practices in higher education and how Africa can key into this. Europe and the Asian Tigers, considered to have made significant progress in quality of higher education, are used as benchmarks for best practices in higher education. Relying on the review of extant relevant literature and document analysis, the chapter finds that practices such as massive inclusion of vocational and technical trainings in higher education curricula; increase budgetary allocations to higher education and policy implementation beyond mere formulation have impacted positively on higher education in Europe and among the Asian Tigers. As such, the chapter concludes that if Africa must make significant progress and improve on the quality of its higher education, it must begin to use these practices.

The quality of higher education through the eyes of the consumers of educational services

2018 ◽  
Vol 6 (1) ◽  
pp. 27-32
Author(s):  
Николай Дмитриев ◽  
Nikolay Dmitriev
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Management System ◽  
Quality Management System ◽  
Education Institution ◽  
Educational Process ◽  
Educational Services ◽  
Quality Of Higher Education ◽  
Russian Higher Education

The article analyses the incentives of the Russian higher education institutions to provide quality education which develop as a result of the competition and signals from labor market. The mechanism of a quality assurance of training of specialists in higher education institution is the quality management system. The experience of formation of a quality management system is presented. The structure and interrelation of components of quality of education is considered. Criteria and indicators of quality of educational process, which can be applied in estimation of quality in the educational organization, are offered. Besides, backbone components of quality — satisfaction of consumers with educational services are considered.

scholarly journals The quality of the outputs of higher education under the LMD system: جودة مخرجات التعليم العالي في ظل نظام الـ LMD

2015 ◽  
Vol 1 (4) ◽  
Author(s):  
Fatima Al-Zahra Talhi
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Social Development ◽  
University Education ◽  
Quality Systems ◽  
The Sustainable Development ◽  
Quality Of Higher Education ◽  
System Components ◽  
Shed Light

Represents higher education the most important pillars of the development of human societies and the advancement of tools and that what occupies the position in creating and preparing technical and scientific frameworks eligible to achieve economic and social development. In addition to its role in knowledge, science and publication industry, though the adoption of quality systems in university education is only a response to the requirements of society and stimulate innovation and scientific research to achieve the sustainable development of the service of the human community. Aim of our research that shed light on one of the most important university education system components' outputs', and the aim is to measure the quality of higher education outputs and identify strengths and weaknesses.

scholarly journals THE FRENCH MODEL FOR ASSESSING THE QUALITY OF HIGHER EDUCATION: CURRENT TRENDS

2020 ◽  
pp. 93-98
Author(s):  
Nina Batechko ◽  
Alla Durdas
Keyword(s):  
Higher Education ◽  
Historical Background ◽  
Education Quality ◽  
Quality Of Higher Education ◽  
French Experience ◽  
Higher Education Quality ◽  
Europe Today ◽  
French Education System ◽  
French Model

The article deals with the current state of development of higher education in the French Republic. The higher educa-tion quality in France in the light of the European tendencies has been highlighted; the French model for assessing the quality of higher education has been analysed. The concept of higher education quality has been stated; the structure of France’s higher education has been provided. The effectiveness, innovation and productivity which are expected from higher education in Europe today, have been emphasized. The significance of the continuing assessment in the French education system has been stressed. The historical background for the development of the French model for assessing the quality of higher education has been considered. The bodies participating in evaluating higher education in France have been analysed, and their roles and tasks have been stated. The possibility of the use of the positive French experience in higher education quality evaluation in Ukraine has been stated.

scholarly journals Quality of higher education and incidence of learning styles

2020 ◽  
Vol 9 (3) ◽  
pp. 141-148
Author(s):  
Nuri Mohamad M. Otman
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Working Conditions ◽  
Quality Of Education ◽  
The Public ◽  
Quality Of Higher Education ◽  
Key Aspects ◽  
Higher Education Organizations ◽  
The Relationship

This study presents a review of the Quality of Higher Education through the incidence of learning styles. The quality is important l element the private sector, as well as for the public sector since it evaluates services, supply and working conditions, and the relationship with the environment where they carry out their activities. Therefore, higher education organizations cannot be exempt from the importance of quality. However, there are several factors that affect the quality of education, being one of the most important learning styles. Generally, from this background, the main objective of this study to define the role and quality concepts of higher education the analysis of the key aspects of quality assurance and its relationship with student learning styles, by briefly reviewing the literature in this regard that allows for defining this relationship and its importance. The results showed through these studies that there is no single style of learning, and that this must be flexible within the classroom to improve the educational experience of students, but that this cannot lead to the choice of a single style considered as suitable.

scholarly journals PROPUESTA DE CREACION DE UN CENTRO DE ATENCION INTEGRAL AL ESTUDIANTE DE LA UNED (CEATIE). PROPOSAL TO CREATE AN INTEGRAL ATTENTION CENTER FOR THE STUDENT OF THE UNED (CEATIE)

2014 ◽  
Vol 5 (1) ◽  
pp. 205-222
Author(s):  
Ariana Gabriela Acón-Matamoros ◽  
Javier Cox-Alvarado
Keyword(s):  
Higher Education ◽  
Customer Service ◽  
Self Assessment ◽  
Quality Of Higher Education ◽  
Quality Feedback ◽  
Higher Education Quality ◽  
The Creation ◽  
The University ◽  
Sistemas De Informacion

Se detalla una propuesta para la creación de un centro de atención integral al estudiante de la Universidad Estatal a Distancia (UNED), que reúna los componentes administrativos y tecnológicos, enfocados en atención al cliente, para brindar una respuesta de calidad a los estudiantes.La importancia de la creación del centro de atención integral al estudiante se describe en el desarrollo de esta investigación, y los beneficios inmediatos para los estudiantes y la universidad.A su vez una mejora en el servicio que se presta al estudiantado, representa el mejoramiento continuo, repercute en la calidad de la educación superior que brinda la universidad a sus estudiantes, apoyado por los sistemas de información con los que se cuenta y los procesos de autoevaluación y acreditación de la UNED.Palabras clave: atención integral, servicio al estudiante, calidad en los servicios, calidad en la educación superior.AbstractA proposal for the creation of the student integral attention for the Universidad Estatal a Distancia (UNED), satisfying the administrative and technological components, focused on customer service to provide quality feedback to students is detailed.The importance of the creation of the student integral attention is described on this research and the immediate benefits for students and the university.At the same time an improvement in the service provided to students, represents the continuous improvement and makes an impact in the quality of higher education that the university provides to its students, supported by the information systems that already exists and the self-assessment and accreditation process of the UNEDKeywords: integral attention, student services, services quality, higher education quality.

scholarly journals Development of the educational programmes: normative legal and methodical support

2018 ◽  
pp. 21-33
Author(s):  
Olena Khrutska
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Working Group ◽  
Teaching And Learning ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
Educational Programmes ◽  
Higher Education Quality ◽  
European Higher Education

Ukrainian higher education is in the process of reforming. In particular, there is a transition from a traditional discipline-based approach to competency, introducing a student-centred approach in teaching and learning, requiring a rethinking of approaches to developing educational programmes and ensuring higher education quality of at this stage. The Paris Communiqué states that quality assurance in accordance with the «Standards and Recommendations for Quality Assurance in the European Higher Education Area ESG-2015» is one of the three key commitments crucial for strengthening and maintaining quality and cooperation in the middle of the EHEA. Therefore, ensuring the quality of higher education, in particular the quality of educational programmes, is relevant both to the Ukrainian and European higher education spheres. The article analyses the existing normative, legal and methodological bases on the issue of developing educational programmes in Ukraine. The requirements of the Law of Ukraine «On Higher Education» regarding the development of new educational programmes are researched. The requirements of «Licensing conditions for conducting educational activities» regarding the composition of the project (working) group and its head (program guarantor) are investigated. «Methodological recommendations for the development of educational programmes», «Methodical recommendations for the development of higher education standards», letters from the Ministry of Education and Science of Ukraine with explanations of questions regarding the development of educational programmes are considered. The correspondences and contradictions between these documents and «Standards and Recommendations on Quality Assurance in the European Higher Education Area ESG-2015» are analysed. The normative requirements and methodical recommendations for implementation of successive stages of the process of development of new educational programmes are investigated. There is a discrepancy between terminology and aspects that the legal and methodological support is imperfect, in particular requirements regarding the composition of the working group, the rights and obligations of guarantors, and the involvement of stakeholders in the process of developing educational programmes.It is suggested to develop a normative background and methodological recommendations for covering the issue of responsibility of the head of the project group (the guarantor of the educational program), as well as to provide at the normative and methodological levels the possibility of involving not only scientific and pedagogical workers but also other stakeholders in the development of educational programmes.

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