scholarly journals Тhe main objectives and principles of the national agency for higher education quality assurance

2017 ◽  
Vol 2017 (865) ◽  
pp. 350-355
Author(s):  
Irina Khomyshyn
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education Quality ◽  
National Agency ◽  
Higher Education Quality ◽  
Education Quality Assurance

scholarly journals Evaluation of the quality of education programs in sports (based on the results of accreditation of study programmes)

2021 ◽  
pp. 73-85
Author(s):  
Georgiy Lopatenko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Educational Programs ◽  
Educational Process ◽  
Education Quality ◽  
Physical Culture ◽  
National Agency ◽  
Higher Education Quality ◽  
Education Quality Assurance

The article presents an analysis of the decisions of the National Agency for Higher Education Quality Assurance on the accreditation of educational programs of the following specialities: 017 Physical Culture and Sports, 014 Secondary Education (Physical Culture, Human Health). Considering the significant differences between the previous accreditation procedure carried out by the Ministry of Education and Science of Ukraine (until 2019) and the current accreditation procedure carried out by the National Agency for Higher Education Quality Assurance the analysis of accreditation cases is particularly relevant. In the course of the research, the analysis of accreditation cases that took place in the period from November 2019 to November 2020 was carried out. It included the assessment of educational programs, curricula, self-assessment documents, reports of the expert groups, conclusions of branch expert council and decisions of the National Agency. Generalized data on the evaluation of educational programs according to individual criteria is presented. The article presents an analysis of the main shortcomings identified in the process of assessing the quality of educational programs at the stage of field accreditation procedure and, at the stage of assessment of the accreditation case by the branch expert council of the National Agency for Higher Education Quality Assurance. It is shown that the main reason for the decision of the National Agency for Higher Education Quality Assurance on conditional (deferred) accreditation of the educational programs was the presence of significant shortcomings in the structure and content of educational programs, as well as in the processes related to teaching and learning. It was also shown that only half of the educational programs in the field of sports, which passed the accreditation procedure in the period from November 2019 to November 2020 met the requirements for ensuring the quality of the educational process. This indicates that the internal quality assurance systems of Ukrainian higher educational institutions were not ready for the new requirements set by the National Agency for Higher Education Quality Assurance.

scholarly journals Conceptualising External and Internal Quality Assurance in Higher Education: A Pragmatist Perspective

2016 ◽  
Vol 2 ◽  
Author(s):  
Francis Ansah
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Current Understanding ◽  
Education Quality ◽  
Internal Quality ◽  
Practical Relevance ◽  
Higher Education Quality ◽  
Internal Quality Assurance ◽  
The Relationship ◽  
Education Quality Assurance

The traditional tension between external and internal quality assurance implementation in higher education appears to be declining, based on a rethinking of the relationship between the two concepts. Although there are quality assurance agencies that still consider external and internal quality assurance as separate entities, most quality assurance agencies now regard the two concepts as complementary. In this paper, a case is put that the present rethinking of external and internal quality assurance in most higher education settings is guided by pragmatism, but not explicitly acknowledged in the literature. For a better appreciation of pragmatists’ influence on the current understanding of the relationship between external and internal quality assurance in higher education, this paper provides a further pragmatist conceptualisation of the two concepts to enhance stakeholders’ appreciation of employing a pragmatist approach to quality assurance practices in higher education. The conceptualisation is done through a pragmatist analysis of selected international accounts on higher education quality assurance. The paper concludes that pragmatism helps to understand external and internal quality assurance as nested concepts with reciprocities of accountability and improvement roles, and influences which call for alignment of perspectives through negotiations and settlements in order to focus on their practical relevance for implementation in higher education. La tension traditionnelle entre l’implémentation de systèmes d’assurance qualité interne et externe dans l’enseignement supérieur semble s’affaiblir grâce à la reconsidération de la relation entre ces deux concepts. Bien qu’il existe des agences d’assurance qualité qui continuent à considérer les assurances qualité interne et externe comme deux entités distinctes, la plupart des agences considèrent désormais qu’elles sont complémentaires. Cet article soutient que la nouvelle manière de penser les assurances qualité interne et externe dans l’enseignement supérieur est guidée par un souci de pragmatisme mais est encore peu reconnue dans la littérature. Pour mieux apprécier l’influence des pragmatistes sur la compréhension actuelle de la relation entre les assurances qualité interne et externe, cet article offre une conceptualisation pragmatique approfondie de ces deux concepts dans le but d’augmenter l’appréciation des parties prenantes pour l’utilisation d’une telle approche. La conceptualisation proposée provient d’une analyse pragmatique d’un choix d’expériences internationales en matière d’assurance qualité pour l’enseignement supérieur. En conclusion, cet article affirme que le pragmatisme aide à comprendre les assurances qualité interne et externe comme des concepts imbriqués qui ont des rôles réciproques en ce qui concerne la responsabilisation du système et son amélioration. Ces rôles ainsi que l’influence exercée par ces deux types d’assurance qualité requièrent des négociations et accords, pour s’accorder sur les perspectives et pouvoir ensuite se concentrer pleinement sur la pertinence pratique de leur implémentation dans les systèmes d’enseignement supérieur. 

Ascribing meaning to quality cultures in the Portuguese context

2014 ◽  
Vol 22 (3) ◽  
pp. 255-272 ◽  
Author(s):  
Amélia Veiga ◽  
Maria João Rosa ◽  
Sónia Cardoso ◽  
Alberto Amaral
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Assessment ◽  
Education Quality ◽  
Content Type ◽  
Quality Culture ◽  
Higher Education Quality ◽  
Portuguese Higher Education ◽  
Education Quality Assurance ◽  
Promax Rotation

Purpose – The purpose of this article is to discuss Portuguese academics’ views on quality assessment and the elements that are important for a better understanding of what ascribes meaning to “quality cultures” in Portuguese higher education. Design/methodology/approach – The discussion was based on the results of a survey run in 2010 among Portuguese academics on quality assessment objectives and purposes. Descriptive statistics was used to investigate academics’ support to what quality assessment was supposed to guarantee (its purposes) and which should be its objectives. Furthermore, a factorial analysis using Promax rotation (oblique) was performed to investigate if the different purposes could be grouped according to the different areas they address in terms of quality assessment, helping to uncover a rationale that could explain the answers obtained. Theoretically, the results have been analysed in the light of the “quality culture” concept. Findings – Perceptions of Portuguese academics that support internal processes of quality assurance correspond either to the responsive quality culture or the regenerative quality culture. The viable form of ideal cultures is analytically limited, and the perceptions gathered encourage “quality cultures” biased by stronger group control. Originality/value – The paper offers new insights into academics’ perceptions on quality assessment, a theme that so far has been relatively absent from higher education quality assurance studies. Furthermore, the results obtained could be useful to policymakers and quality assurance agencies when setting up evaluation and accreditation systems capable of balancing improvement associated with the group dimension and accountability coupled with the grid dimension.

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