CC BY
13подготовленности, но, также и готовности к испытаниям ВФСК ГТО.
Список литературы
1. Аршинник С.П. О целесообразности использования нормативных требований комплекса ГТО для оценки общей физической подготовленности спортсменов / С.П. Аршинник, В.А. Уваров // Физическая культура, спорт, наука и образование: Сборник трудов Всероссийской научно-методической конференции, посвященной 85-летию кафедры физического воспитания и спорта МГУ имени М.В. Ломоносова. М.: Издательство Московского университета, 2019. - С. 50-55.
2. Костенко Е.Г. Анализ и статистическая обработка данных спортивно-педагогических исследований /Е.Г Костенко, Е.В. Мирзоева, В.В Лысенко// Монография Чебоксары, 2019. - 270 с.
3. Кривошапкин П.И. Биомеханические основы общей и специальной физической подготовки юных борцов [Электронный ресурс]: монография / П.И. Кривошапкин, Б.А. Подливаев, Н.С. Филиппов. - Якутск: Издательский дом СВФУ, 2019. -192с.
4. Технологии спортивной подготовки: учебное пособие / авт. - составитель В.И. Тхорев. -Краснодар: КГУФКСТ, 2017. - 151 с.
5. Холодов Ж.К. Теория и методика физической культуры и спорта: учебник для студ. учреждений высш. проф. образования / Ж.К. Холодов, В.С. Кузнецов, 12-е изд., испр. - М.: Академия, 2014. - 480 с.
FUNDAMENTAL PRINCIPLES FOR QUALITY ASSURANCE IN THE EUROPEAN HIGHER
EDUCATION AREA
Lashchykhina V.
PhD in Pedagogical Sciences, associate professor Taras Shevchenko National University of Kyiv, Ukraine ORCID ID 0000-0002-8192-9932
Abstract
The article deals with the fundamental principles, approaches, methods, and standards for Quality Assurance of modern European education in the European Higher Education Area (EHEA).
Implementation of the standards and principles for Quality Assurance in the European Higher Education Area is conceptual basis for modernization and development of European Higher Education.
Strategies formation of the European dimension of higher education nowadays, modernization of higher education systems in the European Higher Education Area are considered in this research.
Keywords: Quality Assurance, European Higher Education Area (EHEA), principles, standards, programmes, student-centred approach, learning environment, framework, institutions, agencies.
Introduction. Quality assurance in higher education is by no means only a European concern nowadays. All over the world there is an increasing interest in quality and standards, reflecting both the rapid growth of higher education and its cost. Accordingly, if Europe has a goal to achieve its aspiration to be the most dynamic and knowledge-based economy in the world (Lisbon Strategy), then European higher education will need to demonstrate that it takes the quality of its programmes and awards gravely and is willing to put into place the means of assuring and demonstrating that quality. The initiatives and demands, which are springing up both inside and outside Europe in the face of this internationalisation of higher education, demand a response. The commitment of all those involved in the production of these proposals furthers well for the fulfilment of a truly European dimension to quality assurance with which to reinforce the attractiveness of the EHEA's higher education offering.
A number of scientific investigations and Internet sources are devoted to integration of higher education into the European space, to the Bologna process, particularly the works of Abbas N., Dakowska D., Delors J., Lepesant G., Matvienko O., Michel A., Tost M., Wulfson B., Nichkalo N., Nikolaeva S., Zgurovsky M. and others.
Regarding European integration processes in education, development of higher education in the global dimension, taking into account the complex impact of international incentives, and the Bologna process, the objective of our research is related with investigation of fundamental principles, approaches, methods, and standards for quality assurance in the European Higher Education Area (EHEA).
Materials and Methods. Since 2005, substantial progress has been made in quality assurance as well as in other Bologna processes such as qualification frameworks, recognition and the promotion of the use of learning outcomes, all these contributing to a student-centred learning and teaching paradigm.
Currently, an increasing demand for skills and competences requires higher education to respond in new ways. Broader access to higher education is an opportunity for higher education institutions to make use of increasingly diverse individual experiences. Responding to diversity and growing expectations for higher education requires a fundamental shift in its provision; it requires a more student-centred approach to learning and teaching, using flexible learning ways and schedules and recognising competences gained outside formal curricula. Higher education institutions themselves also become more diverse in their missions,
mode of educational provision and cooperation, including growth of internationalisation, digital learning and new forms of delivery. The role of quality assurance is crucial in supporting higher education systems and institutions in responding to these changes while ensuring the qualifications achieved by students and their experience of higher education remain at the forefront of institutional missions.
Engagement with quality assurance processes, particularly the external ones, allows European higher education systems:
• to demonstrate quality;
• to increase transparency.
Consequently, helping to build mutual trust; and better recognition of their qualifications, programmes and other provision. The ESG are used by institutions and quality assurance agencies as a reference document for internal and external quality assurance systems in higher education. They are used by the European Quality Assurance Register (EQAR), which is responsible for the register of quality assurance agencies that comply with the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). The ESG are a set of standards and guidelines for internal and external quality assurance in higher education. The ESG are not standards for quality, nor do they prescribe how the quality assurance processes are implemented, but they provide guidance, covering the areas which are vital for successful quality provision and learning environments in higher education [3; 7].
The focus of the ESG is on quality assurance related to learning and teaching in higher education, including the learning environment and relevant links to research and innovation. The ESG apply to all higher education offered in the EHEA regardless of the mode of study or place of delivery. Accordingly, the ESG are also applicable to all higher education including transnational and cross-border provision. In this document the term "programme" refers to higher education in its broadest sense, including that which is not part of a programme leading to a formal degree. Higher education aims to fulfil multiple purposes; including preparing students for active citizenship, for their future careers (e.g. contributing to their employability), supporting their personal development, creating a broad advanced knowledge base and stimulating research and innovation. Consequently, stakeholders, who may prioritise different purposes, can view quality in higher education differently and quality assurance needs to take into account these different perspectives. Quality, whilst not easy to define, is mainly a result of the interaction between teachers, students and the institutional learning environment. Quality assurance should ensure a learning environment in which the content of programmes, learning opportunities and facilities are fit for purpose. At the heart of all quality assurance activities are the twin purposes of accountability and enhancement. Taken together, these create trust in the higher education institution's performance. A successfully implemented quality assurance system will provide information to assure the higher education institution and the public of the quality of the higher education institu-
tion's activities (accountability) as well as provide advice and recommendations on how it might improve what it is doing (enhancement). Quality assurance and quality enhancement are thus inter-related. They can support the development of a quality culture that is embraced by all: from the students and academic staff to the institutional leadership and management. The term 'quality assurance' is used to describe all activities within the continuous improvement cycle (i.e. assurance and enhancement activities). Stakeholders are understood to cover all actors within an institution, including students and staff, as well as external stakeholders such as employers and external partners of an institution [1; 2; 6].
The ESG have the following purposes:
• setting a common framework for quality assurance systems for learning and teaching at European, national and institutional level;
• allowing the assurance and improvement of quality of higher education in the European higher education area;
• supporting mutual trust, thus facilitating recognition and mobility within and across national borders;
• providing information on quality assurance in the EHEA.
These purposes provide a framework within which the ESG may be used and implemented in different ways by different institutions, agencies and countries. The EHEA is characterised by its diversity of political systems, higher education systems, socio-cultural and educational traditions, languages, aspirations and expectations. This makes a single monolithic approach to quality and quality assurance in higher education inappropriate. Broad acceptance of all standards is a precondition for creating common understanding of quality assurance in Europe. For these reasons, the ESG need to be at a reasonably generic level in order to ensure that they are applicable to all forms of provision [1; 4; 6].
There are four principles for quality assurance in the EHEA:
• higher education institutions have primary responsibility for the quality of their provision and its assurance;
• quality assurance responds to the diversity of higher education systems, institutions, programmes and students;
• quality assurance supports the development of a quality culture;
• quality assurance takes into account the needs and expectations of students, all other stakeholders and society;
• higher education institutions have primary responsibility for the quality of their provision and its assurance;
• quality assurance responds to the diversity of higher education systems, institutions, programmes and students;
• quality assurance supports the development of a quality culture;
• quality assurance takes into account the needs and expectations of students, all other stakeholders and society [4; 7].
Agencies that apply for inclusion in the European Quality Assurance Register (EQAR) go through an external review for which the ESG provide the criteria. Also the European Association for Quality Assurance in Higher Education (ENQA) relies on compliance with the ESG when it comes to granting quality assurance agencies full membership status in the organisation [6].
The standards for quality assurance have been divided into three parts:
1) internal quality assurance;
2) external quality assurance;
3) quality assurance agencies.
The three parts are intrinsically interlinked and together form the basis for a European quality assurance framework. External quality assurance in Part 2 recognises the standards for internal quality assurance in Part 1 thus ensuring that the internal work undertaken by institutions is directly relevant to any external quality assurance that they undergo. In the same way Part 3 refers to Part 2. Therefore, these three parts work on a complementary basis in higher education institutions as well as in agencies and also work on the understanding that other stakeholders contribute to the framework. As a consequence, the three parts should be read as a whole. The standards set out agreed and accepted practice for quality assurance in higher education in the EHEA and should, thus, be taken account of and adhered to by those concerned, in all types of higher education provision [6, 7].
Accordingly, the approaches and methods for quality assurance in the European Higher Education have been determined and accepted.
1. Internal quality assurance:
1) Policy for quality assurance. Institutions should have a policy for quality assurance that is made public and forms part of their strategic management. Internal stakeholders should develop and implement this policy through appropriate structures and processes, while involving external stakeholders.
2) Design and approval of programmes. Institutions should have processes for the design and approval of their programmes. The programmes should be designed so that they meet the objectives set for them, including the intended learning outcomes. The qualification resulting from a programme should be clearly specified and communicated, and refer to the correct level of the national qualifications framework for higher education and, consequently, to the Framework for Qualifications of the European Higher Education Area.
3) Student-centred learning, teaching and assessment. Institutions should ensure that the programmes are delivered in a way that encourages students to take an active role in creating the learning process, and that the assessment of students reflects this approach.
4) Student admission, progression, recognition and certification. Institutions should consistently apply pre-defined and published regulations covering all
phases of the student "life cycle", e.g. student admission, progression, recognition and certification.
5) Teaching staff. Institutions should assure themselves of the competence of their teachers. They should apply fair and transparent processes for the recruitment and development of the staff.
6) Learning resources and student support. Institutions should have appropriate funding for learning and teaching activities and ensure that adequate and readily accessible learning resources and student support are provided.
7) Information management. Institutions should ensure that they collect, analyse and use relevant information for the effective management of their programmes and other activities.
8) Public information. Institutions should publish information about their activities, including programmes, which is clear, accurate, objective, up-to-date and readily accessible.
9) On-going monitoring and periodic review of programmes. Institutions should monitor and periodically review their programmes to ensure that they achieve the objectives set for them and respond to the needs of students and society. These reviews should lead to continuous improvement of the programme. Any action planned or taken as a result should be communicated to all those concerned.
10) Cyclical external quality assurance. Institutions should undergo external quality assurance in line with the ESG on a cyclical basis.
2. External quality assurance:
1) Consideration of internal quality assurance. External quality assurance should address the effectiveness of the internal quality assurance processes.
2) Designing methodologies fit for purpose. External quality assurance should be defined and designed specifically to ensure its fitness to achieve the aims and objectives set for it, while taking into account relevant regulations. Stakeholders should be involved in its design and continuous improvement.
3) Implementing processes. External quality assurance processes should be reliable, useful, pre-defined, implemented consistently and published. They include • a self-assessment or equivalent; • an external assessment normally including a site visit; • a report resulting from the external assessment; • a consistent follow-up.
4) Peer-review experts. External quality assurance should be carried out by groups of external experts that include (a) student member(s).
5) Criteria for outcomes. Any outcomes or judgements made as the result of external quality assurance should be based on explicit and published criteria that are applied consistently, irrespective of whether the process leads to a formal decision.
6) Reporting. Full reports by the experts should be published, clear and accessible to the academic community, external partners and other interested individuals. If the agency takes any formal decision based on the reports, the decision should be published together with the report.
7) Complaints and appeals. Complaints and appeals processes should be clearly defined as part of the
design of external quality assurance processes and communicated to the institutions.
3. Quality assurance agencies:
1) Activities, policy and processesfor quality assurance. Agencies should undertake external quality assurance activities on a regular basis. They should have clear and explicit goals and objectives that are part of their publicly available mission statement. These should translate into the daily work of the agency. Agencies should ensure the involvement of stakeholders in their governance and work.
2) Official status. Agencies should have an established legal basis and should be formally recognised as quality assurance agencies by competent public authorities.
3) Independence. Agencies should be independent and act autonomously. They should have full responsibility for their operations and the outcomes of those operations without third party influence.
4) Thematic analysis. Agencies should regularly publish reports that describe and analyse the general findings of their external quality assurance activities.
5) Resources. Agencies should have adequate and appropriate resources, both human and financial, to carry out their work.
6) Internal quality assurance and professional conduct. Agencies should have in place processes for internal quality assurance related to defining, assuring and enhancing the quality and integrity of their activities.
7) Cyclical external review of agencies. Agencies should undergo an external review at least once every five years in order to demonstrate their compliance with the ESG [1, 5, 7].
Conclusion. Broader access to higher education is an opportunity for higher education institutions to make use of increasingly diverse individual experiences. Responding to diversity and growing expectations for higher education requires a fundamental shift in its provision; it requires a more student-centred approach to learning and teaching, embracing flexible learning paths and recognising competences gained outside formal curricula.
Engagement with quality assurance processes, particularly the internal ones, is mainly a result of the interaction between teachers, students and the institutional learning environment.
Engagement with quality assurance processes, particularly the external ones, allows European higher education systems to demonstrate quality and increase transparency, thus helping to build mutual trust and better recognition of their qualifications, programmes and other provision.
Consequently, fundamental principles for quality assurance in the EHEA are: higher education institutions have primary responsibility for the quality of their provision and its assurance; quality assurance responds to the diversity of higher education systems, institutions, programmes and students; quality assurance takes into account the needs and expectations of students, all other stakeholders and society; quality assurance supports the development of a quality culture.
References
1. OraHgapTH i peKOMeHgamï mogo 3a6e3neneHHH mocri b GBponencbKOMy npocropi BHmoï ocBiTH (ESG). - K.: TOB '^O", 2015. - 32 c. Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). - K.: CS Ltd., 2015. - 32 p.
2. Council of Europe. "Education and Training 2010. The Success of the Lisbon Strategy Hinges on Urgent Reforms." 2004. Available from http://europa.eu/scadplus/leg/en/cha/c11071 .htm (date accessed 4 June 2007).
3. http://ec.europa.eu/education/news/doc/open-ingcom_en.pdf
4. https://enqa.eu/index.php/home/esg/
5. https://www.esu-online.org/?publica-tion=standards-guidelines-quality-assurance-euro-pean-higher-education-area-esg-2015
6. http://www.coe.intA/dg4/highereduca-tion/News/pub_res_EN.pdf
7. Quality Assurance in Higher Education | Eurydice - European ... eacea.ec.europa.eu > ... > Eurydice.
