Education-accredited Programs Research Articles

Areas of reforming the statutory regulation of academic integrity in Ukraine

Academic integrity is the most important requirement for scientific research. However, the legal regulation of relations ensuring the academic integrity in scientific and educational activities is fragmented and does not contain effective mechanisms for influencing the violator of academic integrity. This necessitates a doctrinal study of the category “academic plagiarism” and the development of areas for reforming the current legislation in this field. Therefore, the purpose of this study is to analyse the statutory regulation of academic integrity as a phenomenon, the concept of academic plagiarism, its differences from plagiarism in the context of copyright compliance, to identify the scope of subjects responsible for establishing the facts of violations of academic integrity and their powers in the field of responding to corresponding violations, procedures for bringing to justice in case of violation of academic integrity. The present study, based both on general (historical, comparative, logical, and system) and special (structural-functional, formal legal, sociological, statistical, etc.) methods analyses the prospects of statutory regulation of the relatively new concept in Ukraine, which is academic plagiarism, including the legislative norms concerning the establishment of the concept of academic integrity, types of violations of academic integrity, procedures for considering issues of possible violations of academic integrity, types of responsibility for violations of academic integrity and bodies that have the right to apply them, verifies their compliance with international standards. The paper analyses the practice of the National Agency for Quality Assurance of Higher Education of Ukraine both on the consideration of complaints about violations of academic integrity, and within the framework of accreditation of educational programmes. Attention is drawn to the contradictions of current legal provisions in the legislation of Ukraine in the field of academic integrity. Proposals to the current legislation are formulated to optimise the legal regulation of the issue of compliance with academic integrity. The authors express their opinion on the necessity of accumulating legal regulation of academic integrity within the framework of a single law “On Academic Integrity” to define higher education institutions and scientific institutions as the main subject of ensuring compliance with the principles of academic integrity, and the National Agency for Quality Assurance of Higher Education – mainly by the appellate instance regarding decisions of higher education institutions on violations of academic integrity; adjusting the list of violations of academic integrity and specifying the procedure for their establishment and stimulating higher education institutions to real and not formal compliance with the principles of academic integrity

Compliance or Consultation: An Examination of CAEP Rubric from Assessment Practice in Education Program Accreditation

Assessment UpdateVolume 33, Issue 5 p. 8-12 Article Compliance or Consultation: An Examination of CAEP Rubric from Assessment Practice in Education Program Accreditation Jianjun Wang, Search for more papers by this author Jianjun Wang, Search for more papers by this author First published: 27 September 2021 https://doi.org/10.1002/au.30271Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume33, Issue5September/October 2021Pages 8-12 RelatedInformation

Актуальность и задачи проведения профессионально-общественной аккредитации образовательных программ в области управления персоналом

The article is devoted to the development of the practice of applying the procedures of professional and public accreditation of educational programs in the field of human resource management. An overview of the regulatory and methodological framework for conducting accreditation examinations is presented. The key issues of interaction between the Council for Professional Qualifications, the accrediting and educational organization are identified, their content is disclosed and recommendations for educational organizations on preparing for the accreditation examination are presented. The article presents an analysis of the main advantages that educational organizations receive when conducting professional-public accreditation of educational programs and the reasons for their resistance, among which a low level of awareness of the accreditation procedure, the benefits of its implementation in the short and long term, is highlighted. A number of prospects for the development of professional-public accreditation and the use of its results have been substantiated, which can contribute to an increase in the interest of participants in the educational services market.

Another brick in the wall: An exploratory analysis of digital forensics programs in the United States

We present a comprehensive review of digital forensics programs offered by universities across the United States (U.S.). While numerous studies on digital forensics standards and curriculum exist, few, if any, have examined digital forensics courses offered across the nation. Since digital forensics courses vary from university to university, online course catalogs for academic institutions were evaluated to curate a dataset. Universities were selected based on online searches, similar to those that would be made by prospective students. Ninety-seven (n = 97) degree programs in the U.S. were evaluated. Overall, results showed that advanced technical courses are missing from curricula. We conclude that most degree programs evaluated offer legal/cyber law & ethics, investigative processes, and lab & forensic operations courses. The courses offered the least were memory forensics, Internet of Things (IoT) forensics, and program & software forensics. The data shows that some universities with the Forensic Science Education Programs Accreditation Commission (FEPAC) accreditation are lacking instruction in timely digital forensics topics such as memory forensics (0%), hardware security (0%), program & software forensics (0%), and ethical hacking (0%). Investigative processes (100%), network forensics (100%), lab & forensic operations (100%), and a senior design/capstone project (100%) are offered at all FEPAC accredited universities in digital forensics and digital evidence. Undergraduate degree programs with the National Centers of Digital Forensics Academic Excellence (CDFAE) designation had over a 50% offering rate for 11 out of the 22 courses we evaluated. However, memory forensics (0%) and IoT forensics (12.5%) were largely underrepresented. Our work provides an overview of the current state of digital forensics programs and discusses the importance of these courses to educate the next digital forensics workforce.

Accreditation of Educational Programs in Specialty 015 Professional Education (by Specializations): Challenges and Prospects

The study considers the question of quality of providing education by accreditation of educational programs for specialty 015 Professional Education (for specializations). It was defined that nowadays Ukrainian higher educational institutions have broad autonomy in forming content, choosing main approaches, forms and methods of organization of educational process for students of higher educational institutions. The purpose of the article is to define the main problems and challenges the education providers face in the process of realization of educational programs (EPs) for specialty 015 Professional Education (for specializations) for Bachelor level of higher education. Methods. The authors implement the purpose with the help of theoretical research methods (analysis, comparison, systematization and generalization). The results. The authors generalized and organized the results of the accreditation, defined the main strong and weak points of the according EPs, determined the main directions and prospects of their development based on the analysis of the accreditation cases of 27 EPs that had been examined by the National Agency for Higher Education Quality Assurance for 2020-2021academic years. The research determined that the criteria for the assessment of education quality are considered separately, but they are tightly related. The analysis of the levels of evaluation by experts and members of professional expert council shows that the criterion 2 «The structure and content of an educational program» and the criterion 4 «Studying and teaching accordingly to educational program» are the most problematic. Consequently, these directions require more attention during the improvement of the educational process organization by these educational programs. It is established that that 70% of EPs received accreditation for 5 years, 30% received conditional accreditation for 1 year and no EPs received denial for accreditation. This reports about high level of education process organization for EPs, however, there are still many questions to be considered. Conclusions. The analysis and generalizing of the accreditation materials let us define the main problems and prospective directions of educational programs development. The authors consider that incorporating these aspects can foster the development of EPs and quality of higher education for specialty 015 Professional Education (by specializations) in Ukraine.

Requirements for the content and training of PhD in the specialty of automation and computer-integrated technologies

The aim of the article is to disclose the requirements for the content and training of PhDs in the specialty 151 Automation and computer-integrated technologies, the implementation of which will contribute to the successful accreditation of educational and scientific programs of other specialties of higher educational institutions in Ukraine. Research Methods: The study involved the analysis of the regulatory framework of documents for the training of doctors of philosophy, standards of higher education, scientific and methodological literature, educational and scientific programs of higher educational institutions. The results of the study consist in highlighting the main aspects that should be taken into account for the successful accreditation of educational and scientific programs.

Evaluation of the quality of education programs in sports (based on the results of accreditation of study programmes)

The article presents an analysis of the decisions of the National Agency for Higher Education Quality Assurance on the accreditation of educational programs of the following specialities: 017 Physical Culture and Sports, 014 Secondary Education (Physical Culture, Human Health). Considering the significant differences between the previous accreditation procedure carried out by the Ministry of Education and Science of Ukraine (until 2019) and the current accreditation procedure carried out by the National Agency for Higher Education Quality Assurance the analysis of accreditation cases is particularly relevant. In the course of the research, the analysis of accreditation cases that took place in the period from November 2019 to November 2020 was carried out. It included the assessment of educational programs, curricula, self-assessment documents, reports of the expert groups, conclusions of branch expert council and decisions of the National Agency. Generalized data on the evaluation of educational programs according to individual criteria is presented. The article presents an analysis of the main shortcomings identified in the process of assessing the quality of educational programs at the stage of field accreditation procedure and, at the stage of assessment of the accreditation case by the branch expert council of the National Agency for Higher Education Quality Assurance. It is shown that the main reason for the decision of the National Agency for Higher Education Quality Assurance on conditional (deferred) accreditation of the educational programs was the presence of significant shortcomings in the structure and content of educational programs, as well as in the processes related to teaching and learning. It was also shown that only half of the educational programs in the field of sports, which passed the accreditation procedure in the period from November 2019 to November 2020 met the requirements for ensuring the quality of the educational process. This indicates that the internal quality assurance systems of Ukrainian higher educational institutions were not ready for the new requirements set by the National Agency for Higher Education Quality Assurance.

The IMPACT OF ACCREDITATION ON THE IMPROVEMENT OF TEACHER EDUCATION PROGRAMS/INSTITUTIONS IN PAKISTAN

The role of the education in the development of any country is very well accepted .In fact it is the only solution to socioeconomic, regional/geographical issues of any nation. Education and its quality are directly related to the quality of instruction by teacher in classroom. In-fact no system of education is better than its teacher. In Pakistan’s case serious and consistent efforts are needed to improve the quality of teachers on the priority bases. Because the qualitative dimension of teacher education programs have resulted in mass production of teachers with shallow understanding of content and methodology.
 In Pakistan accreditation system has been introduced to accredit teacher education programs and initiatives are been taking to initiate registration, licensing and certification process of teachers. The accreditation of teacher education programs has been declared mandatory by HEC. All the institutions offering any graduate level teacher education programs are required to get the accreditation of their programs. The purpose of initiating the accreditation process for Teacher Education was to ensure and improve the quality of teacher education, programs and institutions. Formal accreditation is being has been conducted since 2010-2011. The NACTE has accredited around 450 programs of more than 180 public and private sector teacher education institutions by 2019, which includes colleges and universities offering teacher education all over Pakistan. It was descriptive in nature, which focused on providing an accurate description of the impact of teacher education programs and institutions. This method was preferred as the study primarily sought to describe and understand the stakeholder’s response of the impact of accreditation on institution and program improvement, rather than determining any cause-and-effect relationship. The criteria for sample selection were based on the participation of the concerned faculty, HOD and external evaluators in the accreditation process of the programs offered by the institutions. Five point Likert scale was developed to collect data from the stakeholders HOD, Teacher Educators and External Evaluators. The use of mean, SD provided the basis for calculation, application and interpretation of t-test and ANOVA.
 Majority of participants said that accreditation process have high impact on improvement of teacher education programs. It is important question to participants about Program Accreditation whether it helped to improve teacher education program while some participants said that program accreditation sensitized the accountability of staff, administration and students. In conclusion, a number of important implications at both national and institutional levels for more effective accreditation are identified.

“Still Caring for the Family”: Condolence Expression Training for Pediatric Residents

ContextInsufficient communication from the medical team following a child's death may compound parental grief. Pediatric residents care for children who die, yet the landscape of condolence expression education within residency programs has not been studied. ObjectivesThe objective of this study was to evaluate pediatric residents’ levels of experience and comfort with condolence expression and to assess their needs and desires for training in condolence expression. MethodsA cross-sectional, mixed-methods survey was developed by palliative care clinicians in collaboration with bereaved parents. In 2020, following pilot testing, an electronic survey measuring resident experience with, comfort with, and training on condolence expression was distributed to 202 third-year pediatric residents across 17 Accreditation Council for Graduate Medical Education-accredited programs representing varying sizes and geographic regions. ResultsTen percent of pediatric residents surveyed reported having training on condolence expression. Almost all residents considered condolence expression to be beneficial for bereaved families and most for clinicians, too, yet very very few had formally expressed condolences in their roles as physicians: 83.1% had never written a condolence letter; 85% had never made a condolence phone call; and 90.5% had never attended a memorial event. Commonly reported barriers to condolence expression included lack of experience and training, as well as concern about upsetting families. ConclusionsPediatric residents lack comfort with and training in condolence expression and desire education to address these gaps. These findings should inform development and investigation of educational resources and training opportunities for residents to learn and practice compassionate provision of condolences to grieving families.

Правовое развитие общественного контроля в сфере образования и науки

The article analyzes subjects and forms of public control in science and education, the author singles out among such subjects the Public Chamber of the Russian Federation and public chambers of the constituent entities of the Russian Federation, public councils under federal executive authorities and public councils for the independent evaluation of quality of educational activities of organizations as well as public organizations and public supervisors. The following public control forms are characteristic of education: pedagogical examination of bills; independent evaluation of quality of education; creation of ratings in education; public accreditation of educational institutions; professional and public accreditation of educational programs; monitoring in the system of education; participation in management of educational institutions.

The Role of Student Self-Government in Ensuring the Quality of Higher Education

The current state of development of the Ukrainian state requires further reform of all spheres of life of the Ukrainian community. The democratization of the principles of higher education needs special attention. Since students are the driving force of society, the developer of unique ideas of the present and future, a factor in the formation and development of civil society, so the democratization of student life, active participation of students in different organizations, leadership skills and teamwork, making the right decisions and responsibility for their implementation becomes especially relevant during educational transformations. Student governments have a significant impact on youth. The range of such influence primarily extends to the realization of the student in the modern world, meeting his/her needs, both in education and in other areas, including volunteer, artistic, managerial, social and more. Therefore, membership in student organizations gives a young person a valuable life experience, which can later be implemented in practice. Participation in student self-government contributes to the development of students' leadership qualities, the formation of their active civic life positions. That is, the activities of student government in higher education institutions are aimed at forming the values of the younger generation. At the same time, student self-government is a unique factor in reforming the modern system of the educational process in higher education institutions. Applicants are actively involved in the development, implementation, and accreditation of educational programs, are experts in the accreditation of the National Agency for Quality Assurance in Education. The article demonstrates the effectiveness of student self-government bodies in higher education institutions on specific examples, substantiates the need for their development as one of the factors that contributes to the improvement of quality assurance processes in education.

Professional and Public Accreditation as An Assessment of Agricultural Educational Program Quality in Russia

The aim of the study is to substantiate methodological approaches to the agricultural educational program development on the basis of a modular-competence-based approach, which provides training for the experts of the agricultural industry, capable of implementing a federal scientific and technical program in the future for the development of agriculture in Russia, taking into account the requirements of professional standards. Professional and public accreditation of agricultural educational programs will allow for an external examination of the educational program implementation level and quality in accordance with approved professional standards and develop recommendations aimed at student training level improvement. The study defines the role of professional and public accreditation provision in the interaction between the labor market and the vocational education system. The authors substantiated the modular-competence-based approach to the development of educational programs that contributes to human capital quality improvement in agriculture. In this paper, an algorithm has been developed to expert training quality improvement.In general, the result of the work will contribute to the training of personnel for the industry and will ensure the achievement of a balance of qualifications between the labor market and agricultural education.
 
 
 Keywords: Accreditation, Agriculture, Education quality, Educational programs, Professional qualifications.

The place of quality culture in accreditation processes in the higher education establishments of Ukraine

The article analyzes the place of quality culture in the process of educational programs accreditation of the higher education establishments of Ukraine. This topic is revealed in the context of the interaction of the National Agency for Quality Assurance in Higher Education (NAQA) experts with representatives of higher education establishments and stakeholders interested in improving the quality of educational services. It is considered the first steps and problems faced by NAQA in the process of its development, selection of experts, performing the first accreditations in the context of public resonance. It is revealed the process of experts’ selection and training. It is outlined the characteristic qualities and skills of applicants. It is defined the concept of «quality culture» at the official level, considering the views on this structural element by experts, NAQA management, stakeholders, and international agencies, including the European Association for Quality Assurance in Higher Education and European standards and principles for quality assurance in the European Higher Education. Four types of «quality culture» according to the ENQA classification are described in detail: type A, type B, type C, and type D; their description and characteristics are also determined. It is defined by communication skills and forms of interaction with other participants in the process, which should demonstrate all experts: effectively interact, listen, perceive and express an opinion; be able to speak publicly in front of an audience; be able to persuade others with arguments (laws, regulations, international acts, etc.) and consistent communication; to share experiences and ideas, to be open in the exchange of information; focus on team results. It is noted that the effective reform of the educational process requires that all participants be motivated to improve the quality of provision and receipt of the educational services and to improve the level of key elements development such as quality culture, academic integrity, competitiveness and, etc.

Образовательные барьеры экономической безопасности ЕАЭС

The object of scientific research within the framework of this article is ways of overcoming barriers and exemptions on the way of the implementation by the member states of the Eurasian Economic Union of their international obligations on the mutual recognition of education. To achieve this goal, an analysis was carried out of the reasons for the ineffectiveness of the obligations declared at the level of the integration association to recognize in one of the EAEU member states documents on education and (or) qualifications, documents on academic degrees and titles obtained in another state of the Union. The author substantiated the possibility of using the tools of professional and public accreditation of educational programs in the context under consideration, subject to expanding the territorial boundaries of its implementation and recognizing the significance of the results obtained within the integrated educational space. The proposed measures for the implementation and implementation of these instruments at the international level will ensure the effectiveness of the freedom of movement of labor within the studied integration association.

Development and Validation of a Scale to Explore Pre-Service Teachers’ Sense of Preparedness, Engagement and Self-Efficacy in Classroom Teaching

Raising the quality of initial teacher education can make an important contribution to raising the overall quality of the school system. In Australia, the National Framework for Professional Standards for Teaching is used as a common framework to set standards for the accreditation of teacher education programs. However, institution-wise assessments need to be carried out regularly to explore the quality of preparation pre-service teachers receive and to what extent they feel well prepared to enter teaching. This will enable teacher education programs to implement strategies to strengthen the link between university coursework and professional practice of pre service teachers. This paper discusses the development and validation of a scale to measure pre- service teachers’ perceptions of preparedness to teach, readiness to engage with the teaching profession and self-efficacy in teaching. The study also proposes a model describing the relationship among these variables. Data was collected from 235 final year pre-service teachers using a newly developed questionnaire at an Australian university. Data shows that the Pre service Teacher Professional Experience (PTPE) scale is a theoretically sound, gender invariant and psychometrically valid instrument. The implications of using the scale in teacher education programmes are discussed in the context of the findings.

НЕДОСКОНАЛІСТЬ ДИСТАНЦІЙНОЇ СИСТЕМИ НАВЧАННЯ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ УКРАЇНИ

This article deals with the imperfection of the distance learning system at higher learning institutions; attention is focused on detailed coverage of each shortcoming and the positive advantages of distance education are revealed; the need for oral communication and accreditation of academic disciplines is emphasized; research methods, in particular inductive and deductive are covered, due to these methods the theoretical understanding of the distance learning system was carried out. The most important shortcomings are highlighted: restrictions on direct communication between students and teachers, lack of direct access of students to the teacher, constant self-motivation of students, distance learning isolation, limitation of available special courses to master specialization, the need for constant reliable access to new learning technologies, mandatory accreditation of distance learning educational programs, restrictions on employment, unforeseen additional costs for distance education, restrictions on improving the skills of oral communication of students. The aim of research is to focus on the implementation of the distant learning system at Higher Learning Institutions, underling the distant system of education with its drawbacks. This problem is studied by I.G. Vlasenko. The idea of the imperfection of the distance learning system at higher learning institutions was discovered by V.Yu. Bykov, O.O. Grytsenchuk, Yu.O.Zhuk. The methodological basis of the study is the initial provisions of philosophy on the dialectical relationship, the interdependence of phenomena and processes of socio-pedagogical activities, the role of the individual in the development of its material and spiritual foundations.

Professional public accreditation of educational programs in the education quality assessment system

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.

Accreditation procedures as a factor of quality assurance of higher education in Germany

The article presents an analysis of the accreditation procedures launched in higher education system in Germany during current period, and accents that accreditation procedures are significant factor in ensuring the quality of higher education in Germany at present time. The article considers that the term “accreditation” means the formal recognition of an educational program or institution of higher education by an authorized external body on the basis of an established procedure. The article reveals that in Germany, the accreditation system is organized on the principle of decentralization. It also reveals that in current period there are four types of accreditations in Germany, namely program accreditation, cluster accreditation, institutional accreditation, and system accreditation.The article discusses that accreditation system in Germany has three levels, namely the Conference of Ministers of Education and Cultural Affairs of Federal Lands of Germany, the Accreditation Council, the Accreditation agencies. It is shown that the Accreditation Council assumes its overall responsibility for the accreditation system by ensuring the consistency and coherence of its accreditation decisions, supporting the states in the further development of the German quality management system, promoting international cooperation in the field of accreditation and quality assurance, and contributing to the realization of a common European Higher Education Area. It is also shown that the Accreditation Council of Germany recognizes ten agencies including eight from Germany, one from Austria, and one from Switzerland. Accreditation agencies are independent, they develop educational standards, criteria and procedures used by independent experts. It has been proven that accreditation agencies, which have already received permission from the Accreditation Council to carry out their activities, conduct accreditation of educational programs and internal quality assurance systems in universities.Special emphasis in the article is done on the analysis of accreditation agencies registered in Germany, namely ACQUIN, AHPGS, AKAST, AQAS, ASIIN, EVALAG, FIBAA, ZEvA. The article highlights that the main purpose of quality assurance agencies is to help to create high-quality educational programs in various fields, rather than meticulous bureaucratic procedures as well as that accreditation itself is less controlling in nature, and more focused on development of entire university.

STAGES OF ACCREDITATION DEVELOPMENT IN KYRGYZ REPUBLIC

The article deals with the formation and development of the system of accreditation of educational institutions and educational programs in the field of higher education in the Kyrgyz Republic. Objective scientific methods that have served as a powerful motivating mechanism for establishing and changing the status of accreditation. Kyrgyzstan joined the Bologna Process in 2003, at a time when the country had a system of “quality assurance”, which included licensing, certification and state accreditation. This was the first time for Kyrgyzstan to take so wide transformations. Number of HEIs had increased for more than two times, number of programs and students – for more than three times in 15 years. Such a significant growth of the sector of higher education was a result of emerging the non- public (private) sector with the possibility of non-state admission of students into public/ state universities.

UNIVERSITY CENTERS OF TECHNOLOGY TRANSFER AS A DETERMINANT OF INCREASING THE LEVEL OF ECONOMIC STABILITY AND QUALITY OF EDUCATION

The relationship between technology transfer and the quality of education and financial support for the technology transfer center is shown. To form a successful career for future graduates with the active introduction of scientific activity elements, a tool is needed not so much for theoretical training (basic research) as for practical "cases" of successful implementation of research results in the real sector of the economy. In this case, the structure of higher education institutions should be a unit (units) of commercialization of research and transfer of knowledge and technology or a system that combines several structural units. Achieving high efficiency in the implementation of research results requires appropriate human resources. A team formed under the leadership of an experienced scientist from young scientists - graduates of higher education of the second and third level. In this case, training through research and ensuring a high scientific level of staff are important tasks of the higher education quality assurance system. The model of activity of the center of technology transfer with a combination of potential of each direction is offered: publishing activity, grant activity, intellectual property, actually commercialization of results of researches and transfer of technologies and knowledge. Examples of practical implementation of the model of financing certain areas of activity of the technology transfer center are presented. The main indicators for assessing the activities of free economic zones in the commercialization of research results and technology transfer are identified. The proposed model of technology transfer in free economic education as an indicator of quality assessment of higher education according to the criteria of accreditation of educational programs is branched and can be modified depending on the type of free economic education and the predominant source of research funding. The algorithms for financing the technology transfer process presented in the paper are adapted to specific application conditions. They can be a tool for knowledge management through the quality of research. Keywords: quality of education, technology transfer, financial indicators, relationship model.