International criteria for assessment of accreditation of educational activities

Nadezhda Efremova,Timur Tabishev,D Rudoy,A Olshevskaya,V Kankhva

doi:10.1051/e3sconf/202021018070

Abstract

The article gives a comparative and analytical review of the national systems of accreditation of educational programs according to European, Asia-Pacific and Russian standards of quality assurance in higher education. The emphasis is on the structuring of the main provisions and features of foreign and domestic accreditation systems in the field of education. The main universal blocks of educational activity assessed at accreditation are identified: management of educational process, resources and provision of educational activity, competence and qualification model of a graduate. In accordance with the principles of international and national standards, the requirements to the accreditation procedures of educational activity are set out in the main (universal) diagnostic blocks. For the evaluation of educational activity during the accreditation of higher education institutions the criteria of achievements are given. It is noted that the most important criterion of quality of education at accreditation is the evaluation of educational achievements of students. Difficulties of evaluation of educational results and ensuring their comparability at the international level for understanding the quality of training of specialists in different educational systems are noted. The lack of reliable evaluation tools creates certain difficulties in accreditation. The most problematic is the development and application of evaluation materials with planned activities to identify the levels of competence of students and graduates.

Highlights

The current decade is characterized by joining efforts of a number of European countries to develop common conceptual approaches to ensure, guarantee and evaluate the quality of education
Training process should ensure that all students assessment of students' organization achieve learning outcomes achievement of learning outcomes
Teaching staff is represented by specialists in all active participation in the fields of knowledge covered by the implementation of training educational program and educational, research, design and scientific and methodological work

Summary

Introduction

The current decade is characterized by joining efforts of a number of European countries to develop common conceptual approaches to ensure, guarantee and evaluate the quality of education. Ministerial Conferences in Yerevan (2015) and Paris (2018) note in their declarations that the countries participating in the Bologna Process intend to come to the Common Space of Higher Education (EHEA). The goal is to achieve common goals of mutual trust to higher education systems for automatic recognition of qualifications. In the conditions of fierce competition of HEIs it becomes more and more important for professional education to create and operate reliable systems of provision, guarantee and evaluation of educational results first of all in order to understand what to do in the educational process. Much attention is paid to the need to develop at the international level comparable criteria and a common methodology to assess the quality of education

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