Download
1 / 21
210 likes | 222 Views
Explore the deficiencies in the current quality assurance system in Ukrainian higher education and discover strategies for improvement.
E N D
SEMINAR 1. The System of Quality Assurance in Higher Education in the EU Countries Sysoeva S., Doctor of Pedagogy, professor, academician of the National Academy of Sciences of Ukraine
Plan1. The quality of Ukrainian vocational education: challenges and perspectives.2. The quality assurance process in the higher education system in the EU.3. Special tendencies in providing quality assurance of higher education in the different EU countries.
Source: Quality in education and training. Glossary. – CEDEFOP, Luxembourg: Publications Office of the European Union, 2011. – 240 p.
Quality of education in Ukraine is provided by: Ukrainian Center for Educational Quality Assessment Center for Scientific and Educational Innovation and Monitoring (under the Department of Education and Science, Kyiv) In-university centers for monitoring the quality of education Expert Council on the evaluation of the topics of fundamental research at the NAS of Ukraine
FORMATION OF REQUIREMENTS FOR THE QUALITY OF EDUCATION HEIs projects Consultations with Sectoral Ministries Standards of Ukraine Approval Ministry of Education and Science MinistryofLabour Development Development The Cabinet of Ministers Approval HE State Standards, Sectoral Standards of HE, HEIs Standards HE State Standards Source: The Concept of Quality Assurance in Higher Education in Ukraine (based on the results of the Tempus TRUST project "National System of Quality Assurance and Mutual Trust in the Higher Education System of Ukraine")
The absence of a culture of realization of the needs and rights of participants in the educational process in Ukraine in conjunction with the outdated principles of administration of the educational system causes such negative phenomena (based on the results of the Tempus TRUST project): 1.Lack of motivation of students, teachers, employers, governmental and non-governmental organizations to improve the quality of education. There is no link between the performance of universities and the amount of resources the institution receives from the state. Therefore, universities do not have incentives, motives to develop, objectively perform self-esteem, and so on. 2.The national quality assurance system is based on a distorted and outdated "value system" (quality indicators); therefore monitoring the development of the education system does not meet the objectives of improving quality.
3.There is no complete and consistent quality assurance system - in the European sense - in Ukrainian education. Universities partially implement it in the form of quality monitoring procedures performed on the basis of the same criteria for all universities, while their diversity is not taken into account. 4.A system called quality assurance in Ukraine is not intended to help players in the field of HE to develop in the direction of high quality, but to control, pressure and punish those who do not meet the established criteria. 5.The existing quality assurance procedures are not transparent either for the participants themselves or for the external observer (society, industry, international experts, etc.). There is no transparency in how monitoring (endless monitoring) of "quality" leads to decision-making and action.
6.Excessive quality control bodies. Their uncoordinated actions and the large number of procedures for assessing the quality of education devalue the relevant procedures and reduce the motivation of universities to participate fully in them. 7.Data on educational processes, which are reported by universities in various reports, are mostly superfluous, inappropriate and rapidly obsolete. In addition, their statistical nature can not reflect the real quality of HE, merit and achievements. 8.Almost all state obligations for higher education and science are not carried out as reported (financial holding, privileges, etc.). 9.All players in the quality assurance system depend on government (ie, they are created and financed by the state), their activities are not sufficiently trusted due to their biased decisions and actions.
10.In real-time HE is ruled by a strictly centralized administrative-command system, which practically does not have a place for the higher educational establishments according to their own plans and goals. 11.Potentially important players do not have authority in the national quality assurance system and have no legal means to influence any decisions within the higher education system. 12.The university staff activities are linked to an extremely high degree of bureaucracy, where official "results" reporting becomes more important than the achievements themselves. The complete absence of time does not even allow you to think about the quality of the results, as the education staff is in a continuous process of reporting.
Noresourcesforeducation? Noactions? Educationisnotneeded? QA - "input“:resources Setofactions QA - "exit“:theneedforeducation Source: The Concept of Quality Assurance in Higher Education in Ukraine (based on the results of the Tempus TRUST project "National System of Quality Assurance and Mutual Trust in the Higher Education System of Ukraine")
A social request for knowledge updating, new manifestations of the "desire for knowledge" Awareness / understanding of the world, the construction of a modern system of values The demand for new know-ledge The development of society Business request for knowledge updating, formation of the material basis of research Materialization of knowledge, their implementation in new technology, new subjects The role of the educational process in the development of society Source: The Concept of Quality Assurance in Higher Education in Ukraine (based on the results of the Tempus TRUST project "National System of Quality Assurance and Mutual Trust in the Higher Education System of Ukraine")
European progress in problems development of quality assurance Materials of the Recommendations of the European Commission on European Cooperation in Quality Assurance in Higher Education (98/561 / EC , September 24, 1998) Bologna Declaration (1999 ) 2000 European Association for the Quality Assurance of Higher Education (ENQA) 2003 European Association of Higher Education Institutions (EURASHE) 2003 European Association of Universities (EUA) 2003 European Student Union (ESU) European Pilot Project for Higher Education Quality Assurance (1994-1995 ) 2008 European Registry for Quality Assurance (EQAR) 2009 The European framework for higher education quality assurance (EQARF)
Experts in the field of education are trained by: • Agency for Quality Assurance in Higher Education • Quality Assurance Institute (UK) • Institute for Policy Studies in Higher Education • American Quality Control Society • National Center for Educational Assessment and Regional Assistance • (USA) • European Association for the Quality Assurance of Higher Education • Bavarian State Institute for Quality of School Education and Research (Germany)
Ukrainian education quality assurance system European education quality assurance system conditions of development - administrative-command system conditions of development - freedom of choice in market conditions the main consumer of education: the state mechanism the main consumer of education: student, employer Accumulated by the society: skills and abilities to adapt to the authorities' requirements, distribute budget funds in their favor Accumulated by the society: skills and ability to impose requirements for the quality of education Differences in the formation of Ukrainian and European education quality assurance systems Source: The Concept of Quality Assurance in Higher Education in Ukraine (based on the results of the Tempus TRUST project "National System of Quality Assurance and Mutual Trust in the Higher Education System of Ukraine")
The main measures for the elimination of the crisis of the higher education quality assurance system in Ukraine(based on the results of the Tempus "TRUST" project)
