Abstract
The main purpose of the article is to study the most successful experience in the implementation of the education quality assessment system in the leading countries of the world. The world is constantly changing and developing. Together with it, we are changing, our ideas about the natural and anthropogenic environment, about our capabilities and needs are changing. We strive to know more, be able to do better, learn faster. And on this path, education is a powerful tool capable of changing the world. As a socio-cultural institution, education is acquiring new properties and characteristics. But the desire of people to form or receive education of the highest quality remains unchanged, especially in the context of systemic transformations. Universities have always been the main producers and providers of knowledge in society, but today they are recognized as the main generators of knowledge. In the context of global competition, a complex of interrelationships between high-quality higher education, scientific research both in the academic environment and outside it is becoming more important for ensuring the innovative and productive development of the state. As a result of the study, the most effective mechanisms for the implementation of the education quality assessment system in the leading countries of the world, as well as the most optimal methods for their adaptation, were analyzed.
Highlights
IntroductionThe quality of education is a very difficult category: philosophical, political, managerial, pedagogical, economic
High-quality education for all citizens is the basis for the creation of a high-quality and just society that mankind dreams of, The system for assessing the quality of education in the universities of the leading countries of the world which from time immemorial served as a kind of indicator of the development of our civilization
Consistent and purposeful work in this direction of educational institutions, the state and organizations involved in quality assurance can be traced in the evolution of systems for assessing the quality of higher education, and is reflected in the variety of approaches, functions, goals, principles, forms and methods of assessment (Trškan, 2017): In the practice of assessing the quality of the work of universities, there are three main approaches: reputational, effective and general
Summary
The quality of education is a very difficult category: philosophical, political, managerial, pedagogical, economic. It determines the quality of life of both an individual and society as a whole, since it is characterized by the amount of knowledge and skills acquired in professional activity, and by the quality of the personal, ideological, and civic development of each individual. The ideas about the quality of education and its content are not static. They reflect a certain historical era, the level of spiritual and technological development of society. The course of historical civilizational development led to the transition from an industrial to an information society, in which the product of the highest value is information, and the cost of a human resource (as a source that produces this information) in the developed countries of the world reaches 80% of national wealth (Lyfenko, Savchenko, 2017)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
