Abstract
This article aims to examine professional public accreditation of educational programs as a means of ensuring that higher education remains relevant to the current socio-economic public needs in the context of shifting requirements of the labour market, digitalization of most areas of life, and new challenges in technical and technological development. The study actualizes new approaches that can be used in assessing the quality of educational programs implemented in the field of environmental management, energy, and environmental protection. A systems approach views professional public accreditation of educational programs as a set of measures. They aim to ensure the compliance of educational programs with the requirements of professional standards and employers’ expectations. An institutional approach enabled to identify the subjective characteristics of the examined phenomenon. We also used methods of problem analysis, comparative analysis, data collection, and statistical processing. The result of the study is the established need to develop professional public accreditation of educational programs in the system of independent assessment of education quality, which would make it possible to estimate the significant characteristics of an educational program and to determine whether its implementation in a specific timespan is necessary. This study can contribute to the development of the specific practices of professional public accreditation of educational programs, including in the field of rational and sustainable use of natural resources, and it can facilitate the development of the legal, theoretical, and organizational foundations of this type of public activity.
Highlights
The policies of many countries aim to develop a high-quality education system
The system of public accreditation of educational programs or educational institutions began to take shape in the second half of the 20th century [2], while Russia has just stepped on the path of developing this line of activity [3]
According to Article 96 (4) of the Federal Law of December 29, 2012, No 273-FZ on education in the Russian Federation, "professional public accreditation of professional educational programs involves recognizing that the quality of education and the competence of the graduates of an educational program of a specific organization implementing educational activities meet the requirements of professional standards and requirements of the labour market to the professionals, workers, and employees of the corresponding specialization"
Summary
The policies of many countries aim to develop a high-quality education system It is possible only by creating a complex of independent quality assessment based on state standards and requirements as well as on public organizations and independent experts. Public and state-public associations (creative unions, professional associations, societies, scientific and methodological councils, and other associations)" and contained other provisions which implied that public accreditation could serve as a means of assessing the quality of higher education). This concept did not gain traction in education quality assessment. The groundwork for the formation and development of this progressive institution was laid by Federal Law of December 29, 2012, No 273-FZ on education in the Russian Federation
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