Аннотация. Целью настоящей статьи является анализ педагогических подходов к пониманию качества образования в высшей школе. Личность педагога рассматривается как ключевой компонент обеспечения качества образования. Анализируются требования, предъявляемые к преподавателю современным обществом, а также профессиональные и личностные качества, необходимые преподавателю для повышения эффективности образовательного процесса. Особое внимание уделено пониманию качества с точки зрения основных участников образовательного процесса-студентов и преподавателей. Представлены позиции отечественных и зарубежных педагогов в отношении путей повышения качества высшего образования и эффективности применения различных образовательных технологий. В контексте представленного многоаспектного подхода авторы статьи предлагают своё понимание компонентов качества образования и условий его обеспечения.

The article examines the Canadian experience in the fi eld of education quality management, where the eff ectiveness of the whole system is provided by active cooperation of multiple actors of educational policy at all levels: international, national, regional and institutional. Of particular interest is the analysis of specifi c initiatives implemented at each level and ways to ensuring their coherence. A brief overview of quality assurance agencies monitoring and controlling the higher education sector in whole, the universities and the educational programs, is off ered. Despite the signifi cant heterogeneity of the university sector of Canada due to the administrative, territorial and cultural diff erences, the coordinated actions of all participants of the educational process contribute to cooperation between universities, ensure mutual recognition of diplomas both in Canada and internationally, and create conditions for students’ and graduates’ mobility.

The article describes the results of application of the inTime neuroacoustic training by Advanced Brain Technologies (USA) when they were organizing assistance to children who had learning disabilities. This training optimizes the functional state of the brain by using sounds of various frequency and rhythm. The effectiveness of the inTime technique was monitored by the Complex Auditory Subcortical Evoked Responces (CASER) functional diagnostic test developed by the specialists of the Prognoz Children's Neurological Center (St. Petersburg, Russia). The article shows that the inTime program improves the effectiveness of intervention to overcome learning disabilities. This method is suggested to be used in schools in order to support learning process of children with learning disabilities as well as to prevent to help children of the risk group.

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