Abstract
In the paper, general approaches to evaluation of quality of engineering education in Russia, stated by expert community, are considered. The authors arrived at the conclusion that attention to internal evaluation mechanism of the education quality in Russian normative framework of higher education system is insufficient, as compared to European higher education practices. A pattern of involving the students in the internal evaluation of higher education quality is submitted to be a tool to develop the quality of engineering education. The pattern is been piloting in the framework of All-Russian project “Involving of Students of Higher Educational Institutions in Evaluation and Development of Education Quality “High-Quality Education”.
Highlights
Development of higher engineering education quality was repeatedly declared to be a top target of Russian higher education general development
It is to be pointed out that, as distinct from the ESG, the “Education in Russian Federation Act” does not capture the internal evaluation of education quality, and this estimation refers to the competence of the educational institution itself
With reference to the above mentioned, the Education Quality Board of Youth Council of Ministry of Education and Science of the Russian Federation considers development of student self-government to be a necessary tool of internal evaluation of education quality
Summary
Development of higher engineering education quality was repeatedly declared to be a top target of Russian higher education general development. It is to be noted that engineering staff training in Russia, as well as that in other education sectors, has been undergoing thorough reforms for the latest 25 years. That has resulted in a set of common negative trends pointed by experts, employers and students themselves: poor standards of enrolees, poor material and technological resources to maintain the programmes, and fails in adequacy of moulded acquirements to employers’ requirements ( the quality of the engineering staff training is considered to differ [2]). In a number of comparative investigations, the challenged processes in engineering education are noticed in Russia, and in other countries [3, 4]. An exploration is worth noticing, concerned to the quality of engineering education in BRICS countries, exposing a large disparity between the quality of elite and massive engineering educational programmes there. It is to be noted that the content of the curricula and their quality management receive little attention
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