International Standards of Education and Their Evolution

2019 ◽  
Vol 8 (3) ◽  
pp. 51-54
Author(s):  
Н. Аббас ◽  
N. Abbas ◽  
О. Минченкова ◽  
O. Minchenkova
Keyword(s):  
Bologna Process ◽  
Educational Process ◽  
International Standards ◽  
Educational Activity ◽  
Quality Of Education ◽  
Education Standards ◽  
Quality Of Higher Education ◽  
Standards And Guidelines ◽  
The Bologna Process

The article is dedicated to the problems of international educational standards. The areas in which at present at the national and international levels active work is underway on standardization and drawing up a unifi ed system of requirements are identifi ed. The defi nition of educational activity, which is understood as a purposeful activity involving a certain form of communication aimed at learning, is clarifi ed. The stages of development of standards of the Bologna process are allocated. In accordance with the main objectives and requirements of the Bologna process, the main standards and guidelines for assessing and ensuring the quality of higher education developed and published by ENQA are grouped into three groups: internal standards for ensuring the quality of education; standards for assessing the quality of the educational process by the external environment; standards for the activities of specialized agencies for assessing the quality of education. It covers major aspects of internal and external quality standards.

scholarly journals Quality of Higher Education and Structure of ICT Competence of Teachers in Ukrainian High Schools

2015 ◽  
Vol 4 (3) ◽  
pp. 62-78 ◽  
Author(s):  
Nataliia Morze ◽  
Artur Kocharian ◽  
Eugenia Smyrnova-Trybulska
Keyword(s):  
Higher Education ◽  
Quality Standards ◽  
Educational Process ◽  
Internal Quality ◽  
Quality Of Higher Education ◽  
Ict Competence ◽  
Standards And Guidelines ◽  
European Standards ◽  
The University

Abstract This article examines ways of improving the quality of higher education in Ukraine in context of European quality standards for University educational space. The European standards and guidelines are considered in relation to internal quality assurance. The paper describes interdependence between the education quality of the University and the ICT competence’s level of its educators. It presents the indicators to achieve internal quality standards in educational process. There are results from the questionnaire of the Borys Grinchenko Kyiv University’s educators about dependence between the level of educators’ ICT competency formation and the quality of educational services. We describe the model of ICT competence corporate standards for the educators developed in the Borys Grinchenko Kyiv University. There are also presented the indicators and tools to measure the level of educators’ formation in the corporate standards.

scholarly journals THE QUALITY OF HIGHER EDUCATION THROUGH THE PRISM OF VALUES AND TARGETING OBJECTIVES OF EDUCATIONAL ACTIVITY

2020 ◽  
Vol 4 (40) ◽  
pp. 75
Author(s):  
O. Vorobyova
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Goal Setting ◽  
Continuous Process ◽  
Educational Activity ◽  
Quality Of Education ◽  
Intellectual Activity ◽  
Quality Of Higher Education ◽  
The World

This article presents the results of research on the value and target priorities in the quality management process in higher education. It is determined that the quality of education is a mean of development of the individual and society, a condition of trust in the educational sphere, it reflects the degree of conformity of the properties and results of educational processivity to certain norms and standards of education. It is established that the quality is traced in the presence of competencies that characterize the ability of graduates of the institution to effectively pursue professional activity in modern socio-economic conditions.Each specific historical level of the qualitative parameters of higher education is the result of determining the goal, or the spontaneity and purpose of indifference, or the symbiosis of the two previous possibilities. It is necessary to take into account the fact that in the absolute majority of cases the quality of higher education does not have a self-sufficient target status, but rather becomes the context and prerequisite for achieving some other strategic goal of individual or supra-individual (social, cultural, civilizational, global) value. The totality of these circumstances exacerbates the need to analyze the quality of higher education through the lens of a hierarchy of targets. Goal setting is the process of justification and goal setting. And the goal can be achieved by combining objective factors and ways and actions to do so. It is also proved that the structural components of personality, value orientations are the most important component of an individual's organization, his ethical-psychological and intellectual activity. And worldview is a set of views, principles, understanding of the world and program of action and forms the foundation of human consciousness. The acquired knowledge and beliefs, combined in the worldview, form a system of understanding by the man of the world and himself.Therefore, the quality of education can be ensured if the management system is in place, which involves the organization of a continuous process of influence of the management entity on its object and the appropriate coordination of their joint activities. The process of quality assurance in higher education should be systematic and include monitoring of the educational environment, comprehensive analysis of the factors influencing the quality of education and developing models of quality management of educational services.Keywords: value, purpose, target priorities, quality management of higher education quality, quality of education

scholarly journals ОЦЕНКА «КАЧЕСТВА ОБРАЗОВАНИЯ» В ВЫСШИХ УЧЕБНЫХ ЗАВЕДЕНИЯХ (НА ПРИМЕРЕ БАТУМСКОЙ ГОСУДАРСТВЕННОЙ МОРСКОЙ АКАДЕМИИ)

2019 ◽  
pp. 31-35
Author(s):  
Диасамидзе Мзия ◽  
Такидзе Ирма
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
World Market ◽  
Educational Process ◽  
Assessment System ◽  
Quality Of Education ◽  
Sociological Research ◽  
Quality Of Higher Education ◽  
The World

The article addresses the problem of higher education - improving the quality of graduates' professional training, provides a brief analysis of research results, Recommendations on how to use the results “Quality of education” is a complex characteristic of education, the task of which is to train specialists who are competitive in the world market. It is impossible to develop a single, scientifically based system of indicators for the quality of student training, since the education system is different in all countries of the World, moreover, a different system of training students, which is one of the influencing factors on the quality of Higher Education. It is necessary to take into account the specifics of the university.One of the elements of the quality assessment system is monitoring, which is considered to be a comprehensive system for diagnosing the quantitative and qualitative characteristics of the effectiveness of an educational system. The assessment of the quality of education should be formed as a cumulative indicator of all the qualities that influence the educational process. During the work we used the results of sociological research of the subjects of the educational process: students, teachers, monitoring of the educational process (academic performance of students).

scholarly journals Social Portrait of a Student as a Component of Monitoring the Quality of the Organization of the Educational Process

Discourse ◽  
2019 ◽  
Vol 5 (5) ◽  
pp. 64-75
Author(s):  
A. A. Beschasnaya
Keyword(s):  
Extracurricular Activities ◽  
Online Survey ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Activity ◽  
Quality Of Education ◽  
Professional Activity ◽  
Sociocultural Environment ◽  
The Social

Introduction. Today, one of the criteria for assessing the quality of education is the opinion of students about educational services. Undergraduates enrolled in distance learning programs represent a specific student audience. Features of this category form a social portrait that has the information potential for organizing an effective educational process adapted to the “target audience”. Methodology and sources. In the academic year 2018–2019, the author conducted an empirical case study through an anonymous online survey of graduate students of the correspondence department of the first year of study. Results and discussion. As a result of the survey, respondents have received answers characterizing the peculiarities of their life, sociocultural environment, professional activity and factors of formation of motives of educational activity. The information obtained is presented in tables, which allowed to form a “numerical” outline of the social portrait of an extramural student. The result of an empirical study was a description of the collective image of a student studying in absentia in a magistracy. Active professional activity, focus on success, limited time resources, etc., determined the content of wishes for improving the conditions and process of educational activity. The main adjustments should relate to the effective planning of the educational process, methodological support of classroom and extracurricular activities, providing comfortable conditions for a long stay in an educational institution and communication with fellow students.Conclusion. The social portrait of students contains information about their typical representatives, the sociocultural environment of life.  Regular monitoring of the dynamics of socially significant characteristics of students allows you to quickly make adjustments that improve the quality of education. 

scholarly journals Reform of higher education in Poland. Context of the bologna process

2018 ◽  
Vol 6 (9) ◽  
pp. 23-31
Author(s):  
Y. A. Lisnevskaya
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Teaching Staff ◽  
Higher Education System ◽  
Process Characteristics ◽  
Quality Of Higher Education ◽  
Leading Role ◽  
University Programs ◽  
The Bologna Process

The article presents the main directions of the transformation of the Polish higher education system to meet the growing needs of the national economy and the labor market. It is emphasized that the state reforms of higher education aimed at improving the quality of education and its orientation to the growing new society were carried out in line with the Bologna process. Characteristics of the most important principles for the creation of a single pan-European educational and scientific space are given. The process of creating state higher professional educational institutions, which have become an addition to universities and polytechnic institutions, has been considered, due to which the population’s access to free higher education has increased. The specific differences between the educational programs of Polish higher vocational schools and unified university programs are assessed. It is shown that, in accordance with the principles of building a unified European educational and scientific space in the country, unified university programs are divided into two- and then three-level cycles. Particular attention is paid to the functioning of the management systems of the process of improving the quality of higher education, presents an analysis of internal and external systems, as well as criteria for parametric evaluation of the quality of the learning process. The leading role of teaching staff in the formation of a quality culture of training is substantiated. The maxims of the teacher of the higher school are given. It is shown that the parametric assessment of the quality of teachers’ work contains both formal legal and thematic elements. Teachers of Polish universities are subject to parametric evaluation at least once every four years, the criteria and procedure for evaluation are defined in the charter of the training organization. Regardless of the official certification, each university teacher exercises self-evaluation with the help of a multi-criteria scale. It should be emphasized that the work of the university teacher on improving the quality of higher education is largely individual, and at the same time regulated by law, both national and EU. Legislation defines the rights, tasks and responsibilities of teachers and quality standards are defined in this area.

scholarly journals LOS MAIN GOALS AND PRINCIPLES OF HIGHER EDUCATION SYSTEMS INTEGRATION IN EHEA COUNTRIES

2020 ◽  
pp. 19-39
Author(s):  
Nina Novikova ◽  
Konstantin Polyakov
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Educational Systems ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
Internationalization Of Education ◽  
European Higher Education ◽  
The Bologna Process ◽  
Policy Forum

The authorsp rovide information on educational systems of the EU countries in the context of harmonization of educational systems of European Higher Education Area countries. The article discloses the main directions of education integration aimed at achieving general strategic goals set in Paris Communiqué and Statement of the Fifth Bologna Policy Forum, signed in Paris in 2018 during the Ministerial Conference and the Bologna Policy Forum. The problems of the internationalization of education, the basic principles of the integration of higher education and study programmes aimed at ensuring quality of training in European higher education area is considered. Particular attention is paid to existing approaches to guarantee the quality of higher education and the formation of quality assessment systems at the international, national and regional levels to create the conditions for sound quality management of education. The features of changes in foreign and Russian education related to the Bologna process and to the development of European integration in higher education are shown.

scholarly journals WEB-BASED INFORMATION SYSTEMS FOR SURVEYS OF THE QUALITY OF HIGHER EDUCATION (ROUNDUP)

2019 ◽  
Vol 30 (2) ◽  
pp. 311-314
Author(s):  
Kristina Kilova
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Bologna Process ◽  
The European Union ◽  
Web Based ◽  
Quality Of Higher Education ◽  
Use Of The Internet ◽  
Set Up ◽  
The Bologna Process

Strategic aim of the European Union is to build a competitive and dynamic economy based on knowledge and ensuring sustainable economic growth. In the context of the Lisbon agenda and the Bologna process, the main resource for achieving this goal is undoubtedly the quality of education. This makes the issue of the quality of higher education extremely relevant. In universities have been set up systems to manage the quality of higher education. As main criterion for assessing their work serve surveys giving feedback on the entire process performed. More intensive use of the Internet enables the creation and use of web-based information systems for surveys of the quality of higher education.

scholarly journals NORMS AND ANOMALIES OF PUPILS’ EDUCATIONAL ACTIVITY

2018 ◽  
pp. 5-9
Author(s):  
M. STEPANENKO ◽  
V. LUTFULLIN
Keyword(s):  
Learning Process ◽  
Practical Experience ◽  
Educational Process ◽  
Educational Activity ◽  
Quality Of Education ◽  
Successful Implementation ◽  
Negative Effects ◽  
Learning And Teaching ◽  
High Quality Education

The aim of this article is, firstly, an analysis of numerous deficiencies and the consequences of the educational process generated congestion programs, books, calendar and lesson plans, as well as the immense amount of homework; Secondly, modeling of normalized learning process, which is entirely possible to achieve high quality education based on successful implementation of the principle of availability of learning and teaching of all other principles. In this regard, the most obvious abnormal congestion is stated for the seniors immense amount of homework that is incompatible with the principle of accessibility of education and school hygiene requirements. It is noted also that studies of many local authors found negative effects of abnormally overloaded amount of homework. However, numerous studies have concluded less obvious, but the most dangerous  overloading  of  school  curricula  and  textbooks.  Appeal  to  the  measurement  of  educational  overloads  done  by V. P. Bespalko shows that students are forced to use mathematics textbooks, whose congestion contains between 5-fold to 20- fold. Effectiveness in study for many students with these textbooks V. P. Bespalko describes the term "zero success." It is ascertained spread of zero (ie, disastrous) the level of success of the quality of education in mathematics, physics and chemistry. It is shown that abnormal overload programs and textbooks causes long chain of  other anomalous phenomena in the educational process such as the loss of the opportunity to implement the principle of availability, training and all other didactic principles; distribution of zero-level retention on the quality of education in mathematics, physics and chemistry; the loss of students’ desire to learn, that paralyzes the assimilation education content; mechanical memorization of educational material; the forced nature of the training activity of the students and the teacher's position occasioned by the authoritarian it; school boredom,  indiscipline,  but  teaching  students,  which  in  turn  becomes  the  cause  of  the  juvenile;  application  of  teachers antipedagogical means of maintaining discipline; catastrophically high incidence of students. This circuit anomalies learning process does not end there. Its sequel is the subjects of individual research.The standardization of the educational process is considered as the maximum possible elimination of educational and all other overloads generated by their anomalies. It is shown that strong guidance for implementing learning is normalized in the pedagogical heritage of J. A. Comenius, A. Distervega, practical experience in solving the problem of eliminating congestion educational (Frohlich school, modern educational reforms in Singapore). In this regard, it also emphasizes the relevance of the concept of structuralism, sponsored by the famous Polish dydakt K. Sosnitskii.

scholarly journals International legal regulation of the education quality

2020 ◽  
Vol 3 (1) ◽  
pp. 31-38
Author(s):  
Martynenko Evgeny Vladimirovich
Keyword(s):  
Professional Education ◽  
Bologna Process ◽  
World Market ◽  
Legal Regulation ◽  
Educational Process ◽  
Education Quality ◽  
Quality Of Education ◽  
Bologna Declaration ◽  
Higher Professional Education

AbstractThe category of education quality in the system of higher professional education acts as providing high competitiveness, optimal organization and management of the educational process, as well as access to the world market of educational services. We can talk about the international legal regulation of the quality of education relatively arbitrarily, bearing in mind the practical absence of normative legal acts regulating the relations of subjects of international educational law in the field of regulating the quality of education. We can talk about the international component of assessing the quality of education in the context of the Bologna Declaration, because the Bologna process strengthens the European emphasis on assessment and quality control, accreditation, takes a course towards convergence of standards and assessment procedures. Among the most important reforms proclaimed by the Bologna Declaration, the development of European cooperation based on developed comparable criteria and methods is named. In a resolution of the Congress of European Rectors of Universities (Salamanca, March 29–30, 2001), quality is defined as the “cornerstone”, the “fundamental condition” of trust, relevance, mobility, compatibility, and attractiveness. Rectors reaffirmed their intentions to seek mutually recognized mechanisms for assessing, controlling and certifying quality.

scholarly journals EDUCATION REFORM: PHILOSOPHY, METHODOLOGY, PRACTICE

2020 ◽  
pp. 102-110
Author(s):  
Oksana Yakymchuk
Keyword(s):  
Education Reform ◽  
Bologna Process ◽  
State Building ◽  
Quality Of Education ◽  
Fruitful Cooperation ◽  
Reform Processes ◽  
The One ◽  
The Bologna Process ◽  
The Eu

The first steps in reforming education after the declaration of independence, provided by the State National Program «Education» («Ukraine of the XXI century»), revealed the first contradictions, the overcoming of which required a new philosophy and methodology reform activities. Their contours for a ten-year period of state-building processes, defined by the Decree of the President of Ukraine «On urgent measures to ensure functioning and development of education in Ukraine » (2005) turned out to be quite contradictory. On the one hand, the ideas of integration of our state into the European one were actively implemented educational space. On the other hand, the reform processes that began to slow down began in the first half of the first decade of the new century. How could such contradictory tendencies be combined and what did it eventually lead to in the context of the qualitative growth of Ukrainian education? The research is devoted to this problem, set out in this article. Education researchers emphasize the timeliness and the need to modernize education, brought to life by the Bologna Process, which opens the possibility of building an innovative model of higher education that would be able not only to adequately respond to the challenges of the time, but also to work for the future, while expressing the need for a harmonious mix of European innovation traditions. After joining the Bologna Declaration, Ukrainian educators not only became acquainted with the concepts developed within the framework of the Bologna Process, which are aimed at improving the quality of education, but also witnessed and participated in real reforms. Although there are some difficulties and contradictions, among which the uncertainty of the prospects and principles of relations between Ukraine and the EU plays an important role. Prospects for further research are in the field of building fruitful cooperation between educators of Ukraine and the EU in the so-called post-Bologna process.

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