The article deals with common and distinctive features in evaluation of higher education quality in France and in Ukraine. The author has characterized and analyzed the peculiarities of work of higher education evaluation systems in both countries.

The article deals with the role and possibilities of use of creative writing in efficient teaching of foreign languages at higher educational institutions. The article considers how creative writing can support foreign language learning by students and how creative writing promotes language development at all levels: vocabulary, grammar, phonemics, discourse. The concepts of «creativity» and «creative writing» have been considered and the characteristics of creative writing texts have been outlined; the ways and forms of creative writing for the use at foreign language classes have been stated. Creative writing is also stated as an excellent method to develop writing skills, encourage students to write, develop vocabulary, grammar, imagination. Creativity has recently won great popularity in numerous contexts, showing both positive («creative writing») and negative («creative accounting») connotations. Completing creative tasks, students have an opportunity to express and assert themselves through the means of a foreign language, get satisfaction from the process of producing a written and spoken expression in addition to the fact of getting a finished product. Creative writing has been defined as a form of writing that expresses feelings, thoughts or ideas in an imaginative way which provides students with new ways to play with the language which enhances their writing skills and helps them to improve all their language skills. It has been said that the benefits from the use of creative writing when teaching and learning foreign language stretch beyond formal language acquisition into more personal, socio-cultural, and psychological domains that lead to self-empowerment.

The relevance of the study of the historical development of university education in France has been grounded in the article. The complex and multistage system of French higher education has been considered. The stages of the development of education in French universities have been determined and the features of each of these stages have been considered. The article highlights the formation and historical development of higher education in France. The article draws attention to the achievements of the French system of higher education and its uniqueness. The role and place of grand schools in the system of higher education in France have been singled out. The leading grand schools and universities have been mentioned in the article, and the conditions of admission to them have been stated. The attention has been paid to practically equal quality of education in the capital and in the province. The unique features of France’s higher education, conditioned by the stages of its historical development and social processes, have been determined. In the article the attention has been drawn to the national character of the French higher education. The role of the state in financing of the higher education in France has been considered. France’s participation in students’ mobility programs has been stated. The modern stage of development of the system of French university education, the features of structural transformations and the possibility of implementing of French experience in Ukraine have been considered.

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The article deals with the state of research of the concept of higher education quality in Ukraine and other countries of the world. The issue of assessment of university education quality has been defined as the insufficiently studied phenomenon in the domestic and foreign scientific literature and, therefore, it requires further research. It has been found out that the world community considers high-quality higher education as a tool for social, cultural and economic growth. The article stresses that nowadays there is no country which would be satisfied with its higher education system, and the search for innovations for provision tangible results continues. The views of the scientists on higher education quality have been revealed: higher education quality is considered as a set of qualities of a person with higher education that reflects his or her professional competence, value orientation, social orientation and determines the ability of higher education to satisfy both personal spiritual and material needs, as well as the needs of society.