umjУниверситетское управление: практика и анализUniversity Management: Practice and Analysis1999-66401999-6659Federal State Autonomous Educational Institution of Higher Education «Ural Federal University named after the first President of Russia B.N.Yeltsin»; Non-Commercial Partnership “University Management: Practice and10.15826/umpa.2019.03.022umj-1042Research ArticleОБЗОРЫREVIEWSОЦЕНКА КАЧЕСТВА ВЫСШЕГО ОБРАЗОВАНИЯ: ОБЗОР МЕЖДУНАРОДНОГО ОПЫТАQUALITY OF HIGHER EDUCATION: A REVIEW OF INTERNATIONAL PRACTICEГубаК. С.GubaK. S.

Губа Катерина Сергеевна – кандидат социологических наук, директор 

8-931-306-7221

Katerina S. Guba – PhD (Sociology), Director

8-931-306-7221

kguba@eu.spb.ruЦентр институционального анализа науки и образования Европейского университета в Санкт-ПетербургеРоссияCenter for Institutional Analysis of Science and Education, European University at Saint PetersburgRussian Federation20193107201923394107Copyright © Губа К.С., 20192019Губа К.С.Guba K.S.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.umj.ru/jour/article/view/1042

Обзор посвящен опыту других стран по организации и реформированию национальной системы оценки качества образования. Многие страны за последние десятилетия не только с нуля разработали систему оценки качества образования, но и успели ее реформировать под влиянием дискуссий о том, какие меры могут действительно способствовать развитию качества образования. Вобзоре представленыкак кейсыстран, известных давней историей оценки качества (Англия или США), так и кейсы, которые под влиянием внешних причин почти с нуля выстроили модель оценки качества. Мировой опыт отражается в трех основных тенденциях. Во-первых, страны или существенно изменяют формат аккредитации, или отказываются от него вовсе. Среди экспертов сформировался консенсус, что целью системы оценки должно быть улучшение качества образования, для чего формат аккредитации не подходит, так как главным образом связан с соответствием минимальным стандартам. Во-вторых, все больше экспертов видят необходимым введение аудита качества, формат которого направлен на оценку способности университета самостоятельно поддерживать высокие стандарты качества образования. В-третьих, признается важным отказ от единой оценки университетов, так как она приводит к уменьшению разнообразия системы образования. Система оценки должна учитывать специфику университета – дифференцированная система образования позволяет лучше отвечать запросам рынка труда, потребностям студентов и общества. Сама идея создания единых стандартов качества за пределами России и нескольких стран Восточной Европы не только не получила большого распространения, но и активно критикуется. Все эти тенденции позволяют сделать вывод о том, что на сегодняшний момент система оценки качества образования российских вузов не отвечает мировой практике. В этой связи опыт других стран по организации национальной системы оценки качества образования видится особенно актуальным для контекста российского высшего образования.

The article reviews international practice in managing and reforming national education quality assurance systems. Due to the influence of debates about instruments that have the potential to contribute to the development of quality education, many countries over the past decades have elaborated a system for assessing higher education quality. The review discusses both countries known for a long history of quality assurance (England or the United States) and cases that, under the influence of external pressures, developed a model of quality assessment from scratch. There are three significant trends in international experience. Firstly, countries either substantially reform the format of accreditation or abandon it entirely. There is a consensus among experts that the aim of the assessment system should be improving the quality of education. The accreditation is not suitable for it, since this format is generally related to satisfying the minimum standards. Secondly, more and more experts emphasize the advantages of quality audit, its format being related to assessing the university’s ability to autonomously maintain high standards of education quality. Third, the rejection of a unified assessment of universities is considered necessary, as it leads to a decrease in the diversity of the education system. A quality assurance system should take into account the specific features of the university, since the differentiated education system is more responsive to the demands of the labour market, the needs of students and society. The idea of creating uniform quality standards outside Russia and several countries of Eastern Europe not only lacks popularity, but is also criticized actively. All these trends allow us to conclude that the current Russian education quality assurance system does not meet international trends. In this regard, the experience of other countries in organizing the national system of education quality assessment is seen as particularly relevant to the context of Russian higher education.

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The authors declare that there are no conflicts of interest present.