As políticas públicas para acesso ao ensino superior privado e seus reflexos na qualidade da educação brasileira

The paper presents various approaches to the definition of «quality of higher education» that exist in the foreign and domestic scientific literature. Particular attention is paid to the analysis objectivist, competence and relativistic approaches to defining the essence of the quality of higher education. Analyzes the quality system of higher education: quality potential of higher education, the quality of the process of higher education and quality results of higher education. The first approach analyzes the quality of higher education on the basis of input parameters and university educational system (professional level of teachers, the level of logistical support, level of knowledge of students in the initial phase of training, etc.) and outputs (rating graduates, job opportunities, etc.). Relativistic approach based on the achievement of learning objectives. It turns out that as far as the level of educational achievements of students meet the planned result in a requirement educational standards. Competence approach aimed at improving the quality of the educational process in the current period. In assessing the quality of higher worlds consider creative cognitive activity of students, the level prevailing in their skills. According to these approaches, quality higher education is characteristic of higher education that reflects comes state educational standards and requirements of the individual and society. From this we can assume that the quality system of higher education is necessary to distinguish three elements: quality potential of higher education, the quality of the process of higher education and quality results of higher education. The quality of the potential of higher education is reflected in characteristics such as the quality of the educational standard of quality educational programs, the quality of material, information and methodological framework, the quality of the teaching staff, the quality of teaching (educational process, educational activities), quality of research, quality of entrants and students quality education and so on. The quality of the process of higher education – is the quality of education, quality of education technology, the use of active learning, control of the educational process, the quality of faculty motivation for creativity and effectiveness of teaching quality ratio of students to teaching, the intensity of the educational process, methods of presentation of knowledge. As noticed in the Law of Ukraine «On Higher Education», «quality of education – the level of the educational process in higher education that meets the standards of higher education, provides people quality education and promote the creation of new knowledge». Quality of Higher Education describes the result of educational activities, awareness of professionalism, recognition and implementation of individual abilities and characteristics, satisfaction of consumers, employment, careers and salaries, self-mastery methodology as a guarantee application of knowledge and practical skills to benefit from a certified specialist. The Law of Ukraine «On Higher Education» insisting that «the quality of higher education – the level of a person obtained knowledge, skills and other competencies that reflects its competence, in accordance with the standards of higher education». The conditions to ensure the quality of higher education in Ukraine. Effective tool to ensure the quality of higher education in Ukraine serve European and national qualifications framework, including Qualifications Framework European Higher Education Area (LCD EHEA in 2005), the European Qualifications Framework for lifelong learning (YERK NVZH, 2003), the National Qualifications Framework ( NLC 2011) and the implementation of internal and external quality assurance in accordance with the standards and guidelines for quality Assurance in the European higher education area.

PurposeHigher education institutions (HEIs) play a key role in facilitating increases in socio-economic growth and economic development. Sustainable development goal 4 (SDG 4): quality education is dedicated to ensuring inclusive and equitable access to quality education and lifelong learning opportunities. This study aims to gain leadership perspectives on the extent to which South African HEIs are meeting SDG 4 and deliver insights into whether significant variances in progress exist between public and private institutions.Design/methodology/approachIntegrating the sustainable development frameworks of the United Nations and times higher education impact rankings in a positivist research design, this study surveyed 16 leaders from public South African HEIs and 59 from private South African HEIs using an online survey platform.FindingsResponses indicate underperformance across institutions concerning the following: the prioritisation of SDG 4 at the highest levels of management, the effective inculcation of this agenda across the entire institution, alignment between SDG 4 strategies and staff expectations and education for sustainable development and global citizenship. Public HEIs have progressed towards the realisation of SDG 4 in aspects such as access to scholarships, inclusion of first-generation students and contributions through research output.Originality/valueThis study contributes to the limited literature on leaders’ perceptions of progress towards SDG 4 among HEIs in developing economies.

The article reveals the essence of the definition of "quality of education". The essence of notion is analyzed, based on the conceptual foundations of professional education reform. The components of modern professional education are decentralization of management and funding; social partnership in the field of professional education and training and the labor market; quality of professional education. The system model of railway transport specialists education is built and substantiated. The problem of education quality in global European dimension is analyzed. The quality of education today is seen as a process and as a result. On the one hand, the "quality of education" is a process that meets human needs for knowledge and demands of society. On the other hand, "quality of education" is the result of educational institutions activities which allows to assess the level of pupils, students (future specialists) education in accordance with the requirements of educational standards, curricula, etc. The necessary steps to be taken to ensure the quality of higher (professional higher) education are considered and analyzed. The main components of the quality of education are considered and studied. The structure of the definition of "quality of education" is built and substantiated from the standpoint of a systematic approach. The role of monitoring the quality of education is revealed and their functions in professional training and in the educational process are singled out: ascertaining, controlling, strategic. The essence of qualimetry as a science is revealed, which allows to quantify the quality of objects, things, processes, phenomena. The principles of qualimetric science (quality as a synthesis of properties of the studied object or phenomenon; satisfaction of specific needs of an individual or society; degree of satisfaction of needs; specific units of measurement; absolute indicators from experimental results; calculation of relative indicators; weighting factor of each property of the studied object or process, comprehensive quantitative quality assessment). Analysis of the qualimetric model for assessing the quality of education in college was built and carried out (on the example of the Kyiv College of Transport Infrastructure).

The research problem. The experience of implementing monitoring in the activities of higher education institutions suggests that it is a necessary element of ensuring the quality of education in today's conditions, so this topic is extremely important and needs to be researched. The aim of the article is to analyze the monitoring of the quality of higher education as a priority task of ensuring effective education in Ukraine. Methods used during the research are the search on the available methodical and scientific literature with the analysis of the found material, systematization and concretization. The main results of the study. The article examines the concept of monitoring, its role in the educational process and the features that characterize it. Monitoring is one of the most important means of changing the information space, as it increases the efficiency, objectivity and accessibility of information. Therefore, the purpose of monitoring is to promptly identify all changes taking place in the field of education. The concept and essence of the quality of education are analyzed, its main components are indicated. The functions of educational monitoring at the university level are listed. The regularities, on the basis of which the quality management of the educational process in the higher educational institution is managed, are indicated. The tasks of internal control of state institutions of higher education are also outlined and the role of internal control in the system of management of higher educational institution is analyzed. Analyzing the place of internal control in the management system of the higher educational institution of the public sector, it can be noted that it is responsible for conservation of material resources and efficiency of their use; adequacy and effectiveness of management decisions; compliance with current legislation, prevention and detection of violations; sufficiency, accuracy and relevance of information created and transmitted for management decisions; and preservation of confidential information. The tasks of the State Service for Education Quality are listed. The directions of improving the quality of education in Ukraine are studied. In order to improve the quality of higher education in Ukraine, the following areas are outlined: strengthening the links of educational institutions with industry and business; improving the tender ratio and security; use of the latest technologies and innovations; defining conditions for exchanges of students and teachers within the EU, etc. The quality of higher education depends on a clear, balanced state management of the education sector and effective management of the higher education institution, its clear and coordinated work in accordance with state standards and requirements for the content of educational services. The scientific novelty of the research results lies in the possibility of outlining new ways to assess the quality of higher education. Conclusions and suggestions. In order to improve the work on increasing the quality of education, the following measures should be taken: to develop recommendations for the implementation of national standards and recommendations for ensuring the quality of higher education in the European area; to increase the international level of Ukraine's participation in the external quality assurance system of education; to increase the level of student participation in the national quality assurance system; to introduce criteria for determining the ongoing monitoring of the quality of higher education, taking into account world, European and national experience, etc.

The article provides a comparative analysis of different approaches to ensuring the quality of higher education in Ukraine. The concept of "quality of education" is characterized as a set of knowledge, skills and abilities that a future specialist acquires during his studies at a higher education institution, forming his information potential. The quality of higher education is the foundation for the development of democracy in Ukrainian universities, strengthening public trust and increasing the international prestige of Ukraine. It is found that ensuring the quality of education in Ukraine is carried out using three main mechanisms: internal quality control in educational institutions, external assessment and control by state bodies, as well as a quality management system at the level of bodies responsible for education policy. Recent years in Ukraine have been marked by significant progress in the formation of the legal framework for the introduction of a system of guaranteeing and ensuring the quality of higher education. It is noted that the current quality of educational services in Ukraine is being formed under the influence of a full-scale invasion that began on February 24, 2022. The main measures that contributed to the stabilization of the situation in the field of quality of educational services are outlined. These include providing psychological assistance to higher education applicants, creating appropriate conditions for learning, flexible and clear planning of the educational process, ensuring effective communication between all participants in the educational process and active interaction. All these measures have a direct impact on the further development and implementation of the higher education quality management system. They reflect modern realities and make quality standards and principles more adapted to today's requirements. The system of ensuring the quality of higher education in Ukraine is based on a combination of national strategic planning documents (such as the National Doctrine of Education Development), international standards (ISO 9001) and legislative acts. The main elements of this system are academic integrity as a fundamental principle that ensures trust in the results of the educational process, an effective accreditation and licensing system, a unified assessment system and material and technical support. Several alternative models of quality management in higher education in Ukraine are considered and characterized, in particular the TQM, EFQM and IQMS models. It is noted that the responsibility for choosing a model of quality management of educational services lies with the management of the educational institution. This choice must be justified and take into account both internal factors (goals, resources) and external (needs of society). The study confirmed that the quality of higher education in Ukraine is a multidimensional concept that encompasses the level of knowledge, skills and abilities of graduates, as well as a system of management and control mechanisms. Further development of the quality management system of higher education in Ukraine should be based on an integrated approach that takes into account both global educational trends and national challenges, ensuring a high level of specialist training and international recognition of Ukrainian universities.

A central issue in contemporary science is the development of data driven statistical nonlinear dynamical models for time series of partial observations of nature or a complex physical model. It has been established recently that ad hoc quadratic multi-level regression (MLR) models can have finite-time blow up of statistical solutions and/or pathological behaviour of their invariant measure. Here a new class of physics constrained multi-level quadratic regression models are introduced, analysed and applied to build reduced stochastic models from data of nonlinear systems. These models have the advantages of incorporating memory effects in time as well as the nonlinear noise from energy conserving nonlinear interactions. The mathematical guidelines for the performance and behaviour of these physics constrained MLR models as well as filtering algorithms for their implementation are developed here. Data driven applications of these new multi-level nonlinear regression models are developed for test models involving a nonlinear oscillator with memory effects and the difficult test case of the truncated Burgers–Hopf model. These new physics constrained quadratic MLR models are proposed here as process models for Bayesian estimation through Markov chain Monte Carlo algorithms of low frequency behaviour in complex physical data.

Objective: The aim of this study was to adopt a multi-level modeling approach in order to identify the major steps in the Baby Friendly practices that lead to initiation of breastfeeding.Methods: A cross-sectional study using self-administered questionnaires was undertaken in Baby-Friendly institutions throughout central and southern Taiwan. The questionnaires focused on the association between the Baby-Friendly practices experienced by mothers and their impact on the initiation of breastfeeding during the immediate postpartum period. We attempted to investigate a possible contextual (aggregate level) effect of institutions on breastfeeding and disentangle contextual from individual influences. Multilevel logistic regression modeling was used to analyze data on 648 mothers who had given birth to healthy infants in 26 institutions. Statistical analysis including descriptive statistics and factor analysis was performed with SPSS for Windows 14.00. Multi-level regression models were per- formed with HLM 6.06 statistical software.Results: There was significant variation in the rates of breastfeeding initiation between institutions. Multi-level models showed that two contextual effects of the Baby-Friendly practices, breast- feeding on demand (step 8) (OR=32.63, CI=2.71-52.84) and breast milk only (step 6) (OR=0.12, CI = 0.02-0.57) was important in explaining the variance in the rates of breastfeeding initiation. After controlling for variables in institutions as well as the mothers' age and socio-economic status, three of the Baby-Friendly practices at individual-level such as continuous breast feeding support (step 10) (OR=1.40, CI =1.04-1.88), breastfeeding on demand (step 8) (OR=1.44, CI=1.06-1.96), and breast milk only (step 6) (OR=1.67, CI=1.25-2.25) was positively associated with the likelihood of initiation of breastfeeding. The full model combining variables at both individual and aggregate levels accounted for 40.09% of the variation in the rates of breastfeeding initiation between institutions.Conclusions: There is the considerable variation between institutions in the rates of breastfeeding initiation. The multilevel findings from the perspectives of post- partum mothers and institutional contextual effects highlights that breastfeeding on demand (step 8) has an important effect on the mother's willingness to breastfeed.

The article is dedicated to the issue of student involvement in higher education quality assurance and evaluation – a vital and highly relevant issue in today’s higher education of Ukraine. Changes instigated by the Law of Ukraine «On Higher Education» of 2014, foresee an active role of students in the formation and evaluation of higher education quality as 1) final beneficiaries, 2) interviewees and participants in accreditation of study programmes, 3) external evaluation experts during study programmes accreditation, as ruled by current legislation. Taking into account the significance of students’ role in quality assurance, it is necessary to find out: how university students interpret quality of higher education and higher education quality assurance; how students perceive their role in the formation and enhancement of higher education quality; to what extend they are ready and committed to influence and improve the quality of higher education. Accordingly, the aim of this article is to investigate students’ opinion on the quality of Ukraine’s higher education. To this end, students’ survey was conducted with the focus on the following: what is quality and quality assurance in students’ opinion; how respondents assess the quality of education in their HEI and in Ukraine in general; whether students can influence the quality of study programmes and quality of higher education; what hinders improvement of study programmes and enhancement of quality of higher education. The survey was conducted in May – October 2020; the respondents were 115 students of five Ukrainian universities (years three and four of bachelor programmes and master students) who volunteered to take part in the survey. The research resulted in the following conclusions: 1) There is no integral, holistic understanding of higher education quality among student community. Representatives of different HEIs interpret higher education quality differently, though in total 60% of respondents interpret quality as « new, relevant information and knowledge». 2) On the whole, respondents value the quality of higher education rather low: only 25% of students regard it as high. At the same time, most of surveyed students rate the quality of their study programme higher, than the quality of higher education in their university or the quality of educational services in Ukraine in general. 3) Students of different HEIs are rather diverse in their interpretation of quality assurance of higher education and choice of different means for quality enhancement. On the whole, respondents give preference to those tools that anticipate active students’ participation in quality assurance, like asking the teacher to change the manner of teaching, or leaving a complaint with student self-government, discussing the quality of teaching in a focus group, or filling in an evaluation questionnaire. 4) Students who participated in the survey demonstrated critical thinking and fair judgement of their negative impact on the quality of higher education by stating that low student motivation is the most significant factor that obstructs quality enhancement. Other factors cited by respondents include low teacher motivation, underdeveloped infrastructure at HEIs, teacher workload. 5) The positive finding of the survey is that the majority of students are confident in their capability to influence the quality of higher education in their HEI and only 21% responded they are deprived of the possibility improve higher education quality.

Education has different meanings as per different approaches. The quality in education is a complex and multicultural process. This study was conducted to check the Quality in higher Education. Four higher institutions were taken as sample. Out of which two were from public sector. The theoretical frame work consisted of the dependent variable which was, “Quality in Higher Education”, and the independent variables which were Management, Faculty, Infrastructure, Research Facilities and Evaluation Criteria. Overall results showed that majority (73%) respondents were in view that there is quality in education in higher education institutions. The most important factor which helps to maintain quality in higher education is the evaluation criteria in examinations (responded 23%). The lack of proper infrastructure is the main problem of education institutions (responded 35%). The above results show that quality in higher education is an essential tool to boost up the education sector of any country.

Is it better to have a heart attack in the United States or Canada? Ecological studies are epidemiological evaluations in which the unit of analysis is populations, or groups of people, rather than individuals.1 They can answer important questions such as the question posed above that cannot easily be answered using any other form of study design. Ecological studies are conducted by researchers in a variety of disciplines, including outcomes researchers, to study potential causal associations between 1 or more exposure and outcome variables. They are frequently used where alternative study designs are not possible (eg, randomized control trials), such as when investigating the effect of geographical and temporal factors on disease incidence or the effect of a government policy change on health outcomes. In this overview, we provide an introduction to the use of ecological studies in cardiovascular outcomes research, drawing on published examples from our group and others. It is important for clinicians to be aware of both the potential strengths and weaknesses of this type of study design. Because ecological studies are ubiquitous in the medical literature, it is not possible to review all published cardiovascular ecological studies in a systematic manner. Individual-level variables are properties of each person whereas ecological variables are properties of groups, organizations, or places.1,2 All ecological studies are potentially prone to the so-called “ecological fallacy,” which is a term for the biases that may occur when the association that exists between variables at an aggregate level may not represent the true association that exists at an individual level.3 On the other hand, the ecological fallacy may be offset by avoidance of the “individualistic fallacy” whereby one assumes that individual patients are unaffected by the neighborhood in which they live or the setting in which they are treated.4 Complete …

ПРОФЕСІОНАЛІЗМ ВИКЛАДАЧІВ ВВНЗ ЯК СКЛАДОВА ВНУТРІШНЬОЇ СИСТЕМИ ГАРАНТУВАННЯ ЯКОСТІ ВИЩОЇ ВІЙСЬКОВІЙ ОСВІТИ

Problem setting. Higher education is the most important component of national capital. It helps to overcome social conflicts that exist in modern society. In this regard, the priority development of higher education is considered in the countries of the world as a driving force of social progress.
 Recent research and publications analysis. The study of the problem of ensuring the quality of higher education belongs to the sphere of scientific interests of both Ukrainian and foreign scientists. Among modern domestic researchers dealing with theoretical and methodological issues of higher quality assurance, such scientists as N. Batechko, O. Zhornova, S. Karpenchuk, T. Krystopchuk, V. Moroz, T. Dobko, I. Zolotaryova, S. Kalashnikova, V. Kovtunets, S. Kurbatov, I. Linyova, V. Lugovoi, I. Prokhor, N. Sydorenko, I. Stankevich, I. Sikorska, Zh. Talanova, M. Trebin, T. Finikov, S. Sharov and others. A significant contribution to the theoretical development of higher quality assurance problems was also made by foreign scientists ‑ K. Argyris, G. Becker, J. Brennan, R. Brown, L. Brockerhoff, R. Williams, A. Helmke, G. Papadopoulos, E. Sallis, R. Harris, S. Harris-Hemmert, D. Schön, and others. Despite the fact that the understanding of various problems of ensuring higher quality has been widely reflected in the scientific literature, a number of issues that need to be constantly considered remain debatable.
 Paper objective. The purpose of the article is to study the essence of the concept of “higher education quality” in the modern socio-philosophical discourse; consideration of methodological approaches to the analysis of this phenomenon; identification of the main factors that determine the effectiveness of the higher education quality assurance system.
 Paper main body. Ensuring the quality of higher education is currently an extremely acute issue for many countries. This is primarily related to the transition from elite to mass higher education, the active introduction of modern distance learning information technologies into the educational process, the need to ensure the competitiveness of graduates of higher education institutions in the conditions of a globalized labor market and academic mobility, etc. In Ukraine, the problem of ensuring the quality of higher education is gaining particular importance. This is evidenced by state programs for the development of higher education, including the Law “On Higher Education”, in which for the first time a separate section dedicated to the problems of ensuring the quality of higher education appears.
 Three quality models of higher education are known in the world, namely: 1. “English”, based on the internal self-assessment of the academic community. The formation of such a mechanism for assessing the quality of education is connected with the significant autonomy of educational institutions in Great Britain and the decentralization of education management. In this country, there is a multi-level system of accreditation of universities and educational programs. This model of education quality assessment also prevails in Australia, and a new approach to the accreditation of educational programs has been introduced. The accreditation procedure includes, along with internal evaluations and quality guarantees, external criteria and recommendations from industrial enterprises; 2. The “French” model provides for an external evaluation of higher education institutions to determine their responsibility to society; 3. The “American” model, which is actually being implemented in Ukraine today, is an organic combination of the two mentioned, which gives it significant advantages and wide opportunities in its application, as it provides for both public and state forms of control of the achieved results.
 The implementation of European standards and recommendations for ensuring the quality of higher education is implemented in the activities of higher education institutions of Ukraine. Art. 16 Chap. V of the Law of Ukraine “On Higher Education” defines the structure of the higher education quality assurance system. It is noted that the quality assurance system of higher education in Ukraine consists of: 1) systems of ensuring the quality of educational activities and the quality of higher education by institutions of higher education (system of internal quality assurance); 2) systems of external assurance of the quality of educational activities of institutions of higher education and the quality of higher education; 3) systems of quality assurance of activities of the National Agency for Quality Assurance of Higher Education and independent institutions of assessment and quality assurance of higher education.
 Conclusions of the research. The system of higher education of Ukraine must follow the path of mutual approximation of its own achievements and the latest European experience in the issue of ensuring the quality of higher education in modern conditions of social development. This will contribute to the growth of the competitiveness of graduates of Ukrainian higher education institutions, the full entry of higher education institutions of Ukraine into the European area of higher education.

PurposeTo formalize and test the hypotheses that economic and political inequality tend to lower the quality of public education and thereby the overall quality of education in developing countries.Design/methodology/approachThe paper uses both international cross‐section data and panel data from almost 100 countries to test these hypothesized effects of the two types of inequality on educational quality. Three different indicators of school quality, all at the primary level, are used. The paper tests the robustness of the findings to different estimation methods, specifications and the use of instruments for a potentially endogenous variable.FindingsThere is clear empirical support for the hypothesized negative effects of political inequality and ethnic fragmentation on educational quality. The evidence for the hypothesized effect of income inequality, however, is very weak at best.Research limitations/implicationsThe educational quality measures are crude and the analysis is at the country level. Future work can use more direct, achievement‐based measures of quality and data at the district or county levels.Practical implicationsRedistribution of income and democratization can have beneficial effects on educational quality.Originality/valueThe paper provides a theoretical model that formalizes the hypothesis that economic and political inequality can lower the quality of public education and thereby the overall quality of education. It empirically tests this model using panel and cross‐sectional data.

The Relationship Between Gender-Responsive and Culture-Based Learning on the Education Quality of Higher Education . Objectives: This study aims to determine the relationship between gender-responsive and culture-based learning on the quality of education in tertiary institutions. Methods: This study involved 400 students and educators from 10 tertiary institutions. This survey study adopted a cross-sectional survey design. The data were collected using non-test methods and the data were analyzed using multiple linear regression tests. Findings: The results showed that (1) there is a significant relationship between gender-responsive learning and the quality of tertiary education with a percentage of 35.4%; and (2) there is a significant relationship between cultural-responsive learning and the quality of higher education with a percentage of 38.4%. Conclusion: There is a significant relationship between gender and cultural-responsive learning simultaneously with the quality of tertiary education with a percentage of 61.4%. Keywords: gender-responsive learning, cultural-responsive learning, quality of education, higher education. DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202402

The author 's concept of theoretical and methodical bases of monitoring the quality of higher education in Ukraine is substantiated in the article. The research problem led to the implementation of scientific research in accordance with theoretical, methodological and methodological concepts. The theoretical concept presents a system of initial conceptual provisions, theories, normative and legal bases, characterizes the conceptual and terminological analysis for a holistic understanding of the process of training future professionals to monitor the quality of higher education. The normative- legal documents on ensuring the monitoring of the quality of education are analyzed. Using the methodological concept, we tried to explain how the study of monitoring and quality management of education is carried out from a scientific point of view. Substantiating the methodological principles of monitoring the quality of education, we reflected the interaction of scientific approaches, general scientific principles, methods of collecting information on the quality of education, modern information technology for effective monitoring of the quality of higher education. The methodical concept reflects the value of the development and implementation of educational and methodological support for the purpose of quality monitoring of the quality of education. To ensure the monitoring process, we have identified four pedagogical conditions for monitoring the quality of higher education, which should ensure the interaction of components of the education system, the functioning of our model of monitoring the quality of higher education, to improve the educational process. education; use of scientific approaches to make successful management decisions based on monitoring the quality of higher education; application of information technologies for high-quality monitoring of higher education and its modernization; formation of positive motivation of students to self-monitoring of academic achievements for the purpose of self-improvement.