scholarly journals QUALITY ASSURANCE OF HIGHER EDUCATION IN THE CONTEXT OF REGIONAL AND INTERNATIONAL INTEGRATION IN VIETNAM CURRENTLY

2021 ◽  
Vol 7 (5(45)) ◽  
pp. 5-8
Author(s):  
Van Khoa Vu
Keyword(s):  
Higher Education ◽  
Quality Control ◽  
Quality Assurance ◽  
Education And Training ◽  
Academic Training ◽  
International Integration ◽  
Quality Of Higher Education ◽  
And Training ◽  
Broad Overview

Quality assurance plays a significant role in enhancing the quality of higher education nowadays. Resolution No. 29-NQ/TW dated November 4, 2013, the Central Executive Committee (Session XI), on “fundamental and complete reform in education and training, serving industrialization and modernization in a socialist-oriented market economy and international integration” identified quality analyses as one of the tasks and solutions to radically and considerably renovate education and training. The paper provides a broad overview of some issues on quality control in advanced education and then suggests some measures to strengthen the quality of academic training in Vietnam ahead of the current regional and international integration trend.

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.

ANAAC AND HIGHER EDUCATION IN, INDIA

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Seema Singh
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Manufacturing Industry ◽  
Practical Experience ◽  
Individual Autonomy ◽  
Economic Activities ◽  
Quality Of Higher Education ◽  
National Quality ◽  
Education In India

Quality, as we know so far, was originally developed in the manufacturing industry. In the area of higher education, the adoption of quality control has been superficial and diluted by the exercise of academic . Further, the prevailing culture of universities is often based on individual autonomy, which is zealously guarded. Thus, it is usually difficult to apply the features of quality to higher education considering the fact that quality requires. However, the quality of higher education is very important for its stakeholders. Notably, providers (funding bodies and the community at large), students, staff and employers of graduates are. The most commonly grouped dimensions of quality are product, software and service. In the changing context marked by expansion of higher education and globalization of economic activities, education has become a national concern with an international dimension. To cope with this changing context, countries have been pressurized to ensure and assure quality of higher education at a nationally comparable and internationally acceptable standard. Consequently, many countries initiated “national quality assurance mechanisms” and many more are in the process of evolving a suitable strategy. Most of the quality assurance bodies were established in the nineties and after a few years of practical experience, they are rethinking many issues of quality assurance. At this juncture where countries look for experiences and practices elsewhere, the experience of India has many valuable lessons and this report is an attempt to share those developments..

Road Map of Russian Economy Competitiveness Upgrade

2014 ◽  
pp. 66-74
Author(s):  
A. Alekseev
Keyword(s):  
Higher Education ◽  
Market Efficiency ◽  
Education And Training ◽  
Technological Readiness ◽  
Brics Countries ◽  
Russian Economy ◽  
The World ◽  
Goods Market ◽  
And Training

The article explores the interrelation between the main factors of national economy competitiveness on the basis of logical and correlation analysis of the data on 144 countries presented in The Global Competitiveness Report issued by the World Economic Forum. The analysis of the strength and nature of the relations between the factors gives grounds to assume that institutions, infrastructure, higher education and training are core problems; goods market efficiency, technological readiness are key problems; business sophistication and innovation are resulting problems. The analysis shows that the competitiveness indicators of other BRICS countries which are better than Russian ones, are achieved not due to any remarkable progress in economic policy, but owing to the lack of serious failures typical for Russian economy. For instance, the high level of Russian infrastructure, macroeconomic stability, sizes of home market and some other indicators come to nothing because of extremely low level of Russian institutions, market efficiency, financial market, and business sophistication. As a result, other BRICS countries' progress, which is not so remarkable itself, gives much better cumulative result in comparison with Russian breakthrough, which cannot be accomplished in the environment that is unfavorable for it. With the view of Russian economy competitiveness and innovation upgrade, firstly, it is essential to increase the quality of Russian institutions (the necessity of reforms is indubitable: Russia occupies the 133d place in the world in accordance with the quality of its institutions), to improve the infrastructure, higher education and training. The advancement in solving these problems will facilitate the situation or solve the large part of the problems of goods market efficiency and improve the existing technological readiness. The increasing of the goods market quality and the improvement of technological readiness will, in their turn, upgrade business sophistication and innovations. The proposed approach gives ground to claim that the reforms need to be made in the sequence described above. The upgrade of Russian companies’ business sophistication and their innovation will be to a great extent the result of the solution of the mentioned problems.

scholarly journals Challenges and Solutions to Higher Education Institutions in Africa

2016 ◽  
Vol 8 (1) ◽  
pp. 43 ◽  
Author(s):  
Tiffany A. Drape ◽  
Rick Rudd ◽  
Megan Lopez ◽  
Donna Radford
Keyword(s):  
Higher Education ◽  
Secondary Level ◽  
Education And Training ◽  
Mentoring Programs ◽  
Quality Of Education ◽  
Agriculture Education ◽  
Video Clips ◽  
Regional Conference ◽  
And Training

<p>The purpose of this study was to explore ways that higher education institutes (HEI’s) that<br />offered agriculture education and training (AET) in their curriculum could change the behavior<br />to improve the quality of education offered to students. Faculty at a regional conference in<br />Africa participated in a daylong focus group workshop aimed at addressing these needs and<br />offering solutions that could be implemented immediately. Using the theory of planned<br />behavior as a guide, participants discussed the challenges and solutions they saw at their<br />institutions and the amount of time it would take to implement changes. A qualitative analysis<br />was conducted using a codebook to analyze various pieces of data that included video clips and<br />artifacts created by the participants at the workshop. Results from the analysis were split in<br />two main themes, challenges or solutions. The main challenges included access to higher<br />education and lack of preparation at the primary and secondary level of school. The main<br />solutions proposed were to restructure the leadership and offer more training to faculty<br />through mentoring programs. These results can guide higher education initiatives for<br />agriculture education and training as well as other discipline areas in higher education.</p>

scholarly journals MAINTENANCE OF QUALITY OF HIGHER EDUCATION IN REPUBLIC BELARUS: ORGANIZATIONAL, METHODOLOGICAL AND CONTENT ASPECTS

2009 ◽  
Vol 1 (2) ◽  
pp. 34-41
Author(s):  
Valiantsina Dynich
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education System ◽  
The State ◽  
Point Of View ◽  
Quality Of Education ◽  
Scientific Paradigm ◽  
Quality Of Higher Education ◽  
Training Courses

In article ways of maintenance of quality of higher education in Belarus are considered. It is shown that they are the result of interaction of two tendencies. The first is inheritance and development of traditions of the Soviet education system. Belarus system tries to conserve fundamentality and scientific character of the contents of education, to keep in basis the orientation on Five years' term of training. The second one is use the consequences of world processes, such as mass character of higher education, its practical orienta-tion, Influence of market relations on education, etc. All establishments of education of an education system of Belarus are subjected to the state control. Irrespective of subordination and patterns of ownership of establishments of education the state con-trol is carried out as: – Self-checking which is carried out by establishments as the procedure which is carried out for an internal estimation of quality of education under the program worked out by establishment education or as a necessary stage of the certification which are carried out in the order, developed by department of quality assurance of education; – Inspections of establishments spent by department of quality assurance of education and other competent bodies; – Inspections by department of quality assurance of education of committees, departments of educa-tion of local executive and administrative bodies. Monitoring of quality of education at a level of universities is carried out in the form of the current and final certification of students for the certain period of training (a semester, a rate, all period of training). Oral, written and practical forms are used. Forms of certification of students are determined by educational standards of specialities. For the first time standards of specialties of higher education in republic have been developed in 1998-1999. In 2008 standards of new generation (361 specialities) have been created. In standards results of modernization of system of the higher school are reflected: two-level preparation of the graduate (the special-ist, the master); the differentiated terms of preparation of the graduate at the first level (from 4 till 6 years of training on a speciality); competent approach to formation of model of the specialist; increasing of controlled independent work of students in total amount training hours; orientation to innovative techniques and tech-nologies of teaching. The problem which is necessary to solve is to update of the training courses content from scientific and practical point of view. It is difficult because this step may lead to including more information that stu-dent is able to get. In this case it is important to emphasize that methodology of education is opposite to methodology of development of knowledge in science. In a science, as it is known, speaking computer language, change of operational system occurs from time to time. It allows to state information of past periods simply and briefly. There is reconsideration and re-structuring of all volume of the scientific information from the point of view of a new scientific paradigm. Changes of scientific knowledge in the content of training courses also should be nonlinear both on time and on intensity of the response to changes occurring in a science. During normal (extensive) develop-ment of a science the new knowledge can quite take root into educational process in an additive mode. Intro-duction of the knowledge which has arisen during change of a scientific paradigm demands radical transfor-mation of forms and methods of training and even phase transition of all education system. Differently, the content and methodology of education, following by the changes in a science and practice, should vary peri-odically to provide quality of preparation of specialists according to modern social and culture realities. Key words: education, quality, the content of education, methodology.

scholarly journals Contribution of leadership, organizational commitment and organizational culture to improve the quality of higher education

2021 ◽  
Vol 9 (1) ◽  
pp. 131-157
Author(s):  
Onisimus Amtu ◽  
Sjeny Liza Souisa ◽  
Lourine Sience Joseph ◽  
Pitersina Christina Lumamuly
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Organizational Culture ◽  
Organizational Commitment ◽  
Internal Quality ◽  
Quality Assurance System ◽  
Quality Of Higher Education ◽  
Assurance System ◽  
Internal Quality Assurance

Objective of the study: The low quality of higher education in Indonesia has been a concern as well as a shared responsibility to fix it from an early age. Lack of maximum leadership, low organizational commitment, and organizational culture have had an impact on the implementation of an internal quality assurance system. This study intends to examine whether there is a direct or indirect effect of leadership and organizational commitment on the implementation of an internal quality assurance system mediated by organizational culture in state universities.Methodology/Approach: This research uses quantitative methods with a path analysis design. Each value of the effect of exogenous and endogenous variables is tested and analyzed descriptively and path analysis to show the contribution made by each variable studied. Data were collected through a questionnaire with a sample of 221 from a population of 340 populations spread across three state universities in Ambon city, Maluku province, Indonesia.Originality/Relevance: Organizational culture plays an important role to mediate and contribute to the leadership and organizational commitment to create situations and encourage the participation of all elements in the application of the internal quality assurance system in higher education. Main results: The quality of higher education is determined by many factors, but by increasing the role, performance, competence, and leadership style and supported by organizational commitment in an affective, normative, and sustainable manner, the organizational culture becomes one of the frameworks for every university to improve quality and competitiveness in a planned manner. and continuous.Theoretical/methodological contributions: Universities need leadership that is able to encourage and increase collective organizational commitment and culture to achieve sustainable higher education quality. Social/management contributions: The results of this research can be a new breakthrough for each faculty, department, and the department to prepare prospective professional leaders, build solidarity and display a dynamic, creative, and innovative academic culture.

scholarly journals QUALITY ASSURANCE OF UNIVERSITY EDUCATION IN EU COUNTRIES: ROMANIAN AND POLISH EXPERIENCE

2019 ◽  
pp. 34-37
Author(s):  
I. Mariuts ◽  
О. Derkach
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
University Education ◽  
Historical Background ◽  
Internal Quality ◽  
Quality Of Education ◽  
Quality Of Higher Education ◽  
Polish Experience ◽  
Eastern European Countries

The article presents an analysis of external and internal assessment of the quality of higher education of Eastern European countries experience, namely Poland and Romania. These countries are close to Ukraine not only geographically, but also have a common socio-historical background. In particular, we consider it promising to introduce experience of these countries, since they have recently been successfully integrated into the European Higher Education Area, and Ukraine is still confidently following this path. The article presents the external quality assurance structure of higher education on the example of Romania, namely the organization, mission, tasks, activities of the Romanian Agency for Quality Assurance of Higher Education (ARACIS), is extremely relevant in the period of Ukrainian Agency for Quality Assurance of Higher Education formation. Concerning the assurance of internal quality of education, the article presents experience of Poland – analyzes the requirements for internal quality of education, standards, the activities of Polish Accreditation Commission.

scholarly journals Efektifkah Pelaksanaan Penjaminan Mutu Melalui Akreditasi Lembaga Pelatihan Pemerintah di Indonesia?

2020 ◽  
Vol 16 (3) ◽  
pp. 291-312
Author(s):  
Erna Irawati ◽  
Yogi Suwarno
Keyword(s):  
Quality Assurance ◽  
Educational Institution ◽  
Education And Training ◽  
Competency Development ◽  
Institute Of Public Administration ◽  
Implementation Quality ◽  
Quality Assurance Process ◽  
Assurance Process ◽  
And Training

The implementation of ASN competency development is closely related to the quality of education and training provided by the Educational Institution (Lemdik). The National Institute of Public Administration (NIPA) as the agency assigned the task of fostering the implementation of education and training for ASN employees has conducted quality assurance to ensure the implementation quality of the education and training. Even though quality assurance has been carried out routinely, training problems still arise. This study aims to analyze the implementation of accreditation as a quality assurance process carried out by Educational Institutions. This research was conducted using qualitative descriptive method with data collection techniques through document review, FGDs, and in-depth interviews. The results of the study showed that the implementation of accreditation has not been able to portray aspects of leadership and organizational commitment as part of quality assurance. The results of the study found that the fulfillment of data and information in the implementation of accreditation had not been carried out routinely. From these findings, the results of the study recommended that the quality assurance process must be viewed from the management cycle. Besides, there also needs an improvement in data and information management systems. Keywords: State Civil Apparatus (ASN), Quality Management, Accreditation, Competency Development Abstrak Pelaksanaan pengembangan kompetensi ASN berkaitan erat dengan kualitas penyelenggaraan diklat yang diberikan oleh Lembaga Pendidikan (Lemdik). Lembaga Administrasi Negara (LAN) sebagai instansi yang diberikan tugas dalam membina pelaksanaan pendidikan dan pelatihan pegawai ASN telah melakukan penjaminan mutu untuk menjamin kualitas penyelenggaraan diklat. Meskipun penjaminan mutu telah dilaksanakan secara rutin, tetapi permasalahan diklat masih sering muncul. Penelitian ini bertujuan menganalisis pelaksanaan akreditasi sebagai proses penjaminan mutu yang dilakukan oleh lemdik. Penelitian ini dilakukan dengan menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data melalui telaah dokumen dengan memanfaatkan berbagai dokumen terkait proses akreditasi tahun 2019, FGD, dan wawancara mendalam. Hasil studi menunjukkan bahwa pelaksanaan akreditasi belum mampu memotret aspek kepemimpinan dan juga komitmen organisasi sebagai bagian dari penyelenggaraan penjaminan mutu. Hasil kajian menemukan pemenuhan data dan informasi dalam pelaksanaan akreditasi belum dilakukan secara rutin sehingga menyebabkan data dan informasi yang diberikan cenderung disiapkan hanya untuk keperluan akreditasi. Dari dua temuan ini, hasil kajian merekomendasikan bahwa proses penjaminan kualitas harus dilihat dari siklus manajemen, serta perlu penambahan data dan informasi yang mencerminkan aspek kepemimpinan, integritas dan komitmen pegawai. Selain itu, perlu ada perbaikan sistem pengelolaan data dan informasi untuk menjamin bahwa data yang diunggah benar-benar mencerminkan aktivitas dan penjaminan kualitas di setiap tahapan. Kata kunci: ASN, Manajemen Mutu, Akreditasi, Pengembangan Kompetensi

scholarly journals PROFESSIONAL EDUCATION AND TRAINING OF A SPECIALIST IN THE FIELD OF PUBLIC PROCUREMENT

2020 ◽  
pp. 158-166
Author(s):  
Анастасия Евгеньевна Метлина
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Public Procurement ◽  
Education And Training ◽  
Professional Staff ◽  
Teaching Staff ◽  
Specialist Training ◽  
Modern Material ◽  
And Training

Введение. Профессиональная аттестация специалистов государственных закупок вскрывает ключевые вопросы их обучения и подготовки на основе актуальных образовательных стандартов. Цель – проанализировать квалификационные требования к специалисту в сфере государственных закупок. Материал и методы. Исследование построено на анализе информационных баз по запросу «Специалист в сфере государственных закупок». Выполнен анализ и систематизация требований к вакансиям и трудовым функциям, моделирование и систематизация процессов подготовки специалистов в системе среднего профессионального и высшего образования на основе современных образовательных и профессиональных стандартов. Результаты и обсуждение. Исследование вопросов подготовки специалиста в сфере государственных закупок представляется актуальным и востребованным. Сфера государственных закупок товаров, работ или услуг – обособленная область профессиональной деятельности по обеспечению нужд государственных и муниципальных учреждений, организаций, министерств и ведомств, а также нужд госкомпаний на основе и с соблюдением установленных процедур. В соответствии с законодательством РФ специалисты несут персональную ответственность за качество выполняемых ими должностных обязанностей и соблюдение установленных требований. Квалификационные требования (знания, умения и опыт профессиональной деятельности) к специалисту в сфере государственных закупок имеют жесткий характер регламентации и высокий уровень реализации. Специалист в сфере государственных закупок обязан обладать предметно-ориентированными знаниями в сфере экономики и юриспруденции, а также навыками организации и ведения переговоров, подготовки и размещения заявок, и прежде всего с использованием электронных ресурсов. Подготовка квалифицированного в сфере государственных закупок специалиста требует разработки профильной образовательной программы обучения и создания необходимого качества образовательной среды: современная материально-техническая база, новейшее учебно-методическое обеспечение, профессиональный кадровый состав преподавательских работников. Подготовка по профилю «Специалист в сфере государственных закупок» наиболее обоснована в системе высшего образования, уровень подготовки – магистратура, что соответствует седьмому и восьмому квалификационным уровням подготовки. Подготовку целесообразно осуществляться в рамках двух направлений: «Государственное и муниципальное управление» и «Профессиональное обучение (по отраслям)». Важность подготовки в рамках направления «Профессиональное обучение (по отраслям)» связана с необходимостью формирования профессиональных педагогических кадров, спрос на которые, как показал анализ запросов, как некоммерческих, так и коммерческих организаций, возрастает. Исследование построено на анализе информационных баз по запросам на специалиста в сфере государственных закупок, анализе и систематизации требований к вакансиям и трудовым функциям, моделировании и систематизации процессов подготовки специалистов разных уровней. Заключение. Основными результатами следует считать обоснование предложения о востребованности профиля подготовки «Специалист в сфере государственных закупок». Представлена характеристика требований и условий подготовки. Introduction. Professional certification of public procurement specialists reveals the key issues of their education and training based on current educational standards. Aim and objectives. The qualification requirements are researched for a specialist in public procurement in this article. Material and methods. This research is based on analysis of information base for the request: «Specialist in public procurement». Analysis and systematization of requirements are performed for vacancies and labor functions. Modeling and systematization of specialist training processes based on modern educational and professional standards in the system of secondary vocational and higher education. Results and discussion. A research of the issues of training a specialist in public procurement represents actual and relevant nowadays. The area of public procurement of goods, labor or services is a separate area of professional activity to supply the needs of state and municipal institutions, organizations, ministries and departments, as well as the needs of state-owned companies, based on and in observance with established procedures. Activities in the area of public procurement should be realized on a professional basis with the involvement of qualified specialists with theoretical knowledge and skills in the area of procurement. Specialists are personally responsible for the quality of their job duties and observance with established requirements. A specialist in public procurement has to possess subject-oriented knowledge in the field of economics and jurisprudence, also skills in organizing and negotiating; preparation and placement of applications, and above all using electronic resources. A qualified specialist training in the area of public procurement requires the development of a specialized educational program of training and the creation of the necessary quality of educational environment: a modern material and technical base, the latest educational and methodological support, and professional staff of teachers. A specialist training in public procurement is the most reasoned in the system of higher education, the level of education is a master degree, which corresponds to 7 and 8 qualification levels of training. Training is effectually to realize in two areas: State and municipal government and Vocational training (by branches). The importance of training in the area of vocational training (by branches) is associated with the need of forming professional teaching staff. Nowadays the demand shows us, that analysis of requests from both non-profit and commercial organizations is growing. The research is based on the analysis of information bases upon requests for a specialist in public procurement; analysis and systematization of requirements for vacancies and labor functions. The research is based on modeling and systematization of training processes for specialists of different levels. Conclusion. The main results should be considered the justification of the offer about the demand for the area of training a specialist in public procurement. The characteristics of the requirements and conditions of preparation are presented.

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.

Sign in / Sign up

Export Citation Format

Share Document