Open AccessSTANDARDIZATION OF REQUIREMENTS FOR HIGHER EDUCATION AS A TOOL FOR QUALITY ASSURANCE IN HIGHER EDUCATION: LEVELS OF HIGHER EDUCATION AND SUBJECT AREAS
Author(s) -
Volodymyr Bakhrushyn
Publication year - 2020
Publication title -
osvìtnâ analìtika ukraïni
Language(s) - English
Resource type - Journals
eISSN - 2617-8540
pISSN - 2617-8532
DOI - 10.32987/2617-8532-2020-2-50-66
Subject(s) - standardization , higher education , quality assurance , legislation , subject (documents) , autonomy , political science , quality (philosophy) , ukrainian , engineering management , public relations , business , accounting , public administration , engineering , computer science , law , operations management , library science , external quality assessment , philosophy , linguistics , epistemology
The article discusses some problems of standardization of higher education levels and subject areas in Ukraine, as well as possible ways to solve them. For this purpose, international standardization practices, experience, and problems of creating new higher education standards in Ukraine are considered. According to the Law of Ukraine "On Education", standardization is one of the components of the external quality assurance system in education. Ukrainian legislation provides several levels of standardization – legal requirements, the National Qualifications Framework, higher education standards. The National Qualifications Framework of Ukraine was established in 2011. Today it defines 8 levels corresponding to the levels of the European Qualifications Framework. The new Law of Ukraine "On Higher Education", adopted in 2014, gives higher education institutions significantly greater academic autonomy and provides teachers and students with greater academic freedom. At the same time, it envisages the creation of a new model of quality assurance based on the ESG-2015 and the practices of the EHEA countries. However, the implementation of this model faces a number of problems. Higher education standards should guarantee, on the one hand, the compliance with the level requirements of the NQF, EQF and the QF EHEA, and on the other one, with the needs of the labour market. The formulation of the subject area of the specialty turned out to be one of the serious problems in the development of standards. At the initial stage of work on standards, it was quite common for developers to try to define the subject area through the content of education. Another major challenge was to ensure that the complexity of requirements of the standards meets the NQF levels. Proposals to solve these and some other problems are being discussed.