The Russian System of Higher Education in View of the Bologna Process

Чучалин, А. И.; Boev, O. V.; Kriushova, Anastasia

doi:10.7227/ijeee.44.2.4

Cited by 6 publications

(6 citation statements)

References 1 publication

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“…Complementariamente, los acuerdos internacionales como los estudiados en este artículo propenden hacia el mismo objetivo. De esta forma, es posible observar cómo diferentes países han realizado esfuerzos para adscribirse a dichos acuerdos internacionales (Hodgson & Williams, 2007), o bien, al Proceso de Bolonia (Chuchalin, Boev, & Kriushova, 2007;King, 2007).…”

Section: Discussionunclassified

Pertinencia de los perfiles de egreso de las carreras de ingeniería en Chile: análisis de su consistencia con los acuerdos internacionales y el marco nacional de cualificaciones para la educación superior

Fuentes

Amar

Mayol

et al. 2020

PEL

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El sistema de educación superior chileno ha crecido significativamente en los últimos 25años en un escenario de escasa regulación, generando una gran heterogeneidad en la calidad de las carreras e instituciones. Asimismo, las denominaciones de las diferentes carreras son poco claras, ya que entregan información confusa a los futuros estudiantes y empleadores, situación particularmente crítica en las carreras de ingeniería, que en 2017 registraron 1.102programas con la denominación “Ingeniería”. Un marco nacional de cualificaciones permitiría dar coherencia y comprensión a las certificaciones de educación superior. Adicionalmente, en el caso de las ingenierías es deseable que la oferta formativa sea consistente con los acuerdos internacionales vigentes. En este contexto, el objetivo del presente estudio fue analizar la consistencia de los perfiles de egreso de las carreras de ingeniería que se imparten en Chile con los acuerdos internacionales de Washington, Sídney y Dublín y el marco nacional de cualificaciones para la educación superior, para lo cual se analizaron 128 perfiles de egreso de carreras de ingeniería en relación con ambos lineamientos. Los resultados evidencian una alta consistencia entre las tres variables. Asimismo, se identificaron algunas diferencias,las que se verificaron con mayor frecuencia en los niveles formativos más bajos. A partir de los resultados, se concluye que Chile puede avanzar a la adscripción de los acuerdos internacionales, lo que permitiría mejorar la comprensión del sistema para estudiantes y empleadores del país e internacionalmente.

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Section: Discussionunclassified

Pertinencia de los perfiles de egreso de las carreras de ingeniería en Chile: análisis de su consistencia con los acuerdos internacionales y el marco nacional de cualificaciones para la educación superior

Fuentes

Amar

Mayol

et al. 2020

PEL

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“…Specifically, internal quality assurance is the foundation of external quality assurance; external quality assurance agencies should fully respect the autonomy and subjective status of institutions; and internal quality assurance activities actively respond to external quality reviews. In addition, the ESG further stipulates that institutions should "undergo external quality assurance...on a cyclical basis" (ESG 2015, Part 1), while external quality assurance activities should "address the effectiveness of the internal quality assurance processes described in Part 1 of the ESG" (ESG 2015, Part 2) [20]. Thus, internal and external quality assurance activities are linked, so that they complement and supplement one another, and can develop coordinately.…”

Section: Coordinating the Internal And External Quality Assurance Activitiesmentioning

confidence: 99%

Standards and Guidelines for Quality Assurance in the European Higher Education Area: Development and Inspiration

Zhang¹,

Liu²,

Yuan³

et al. 2019

dtssehs

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With the role of higher education in economic development, international competitiveness, and social cohesion becoming more important, quality assurance in higher education has become a focus for all countries. Hassan (2013) pointed out that accountability, quality, and productivity are key concepts for higher education reforms in the 21st century. As a lifeline of higher education, quality is both a requirement of accountability and the key to improving productivity. As early as the 1980s, Europe had begun to pay increasing attention to quality assurance in higher education. With political and economic integration of European states and the promotion of the Bologna Process, quality assurance in higher education had been defined as one of its main goals. In order to ensure a unified framework and standard for the quality assurance activities in the European Higher Education Area (EHEA), enhance the transparency of systems, and promote the mobility of staff and students in the area, the E4-Group members (European Association for Quality Assurance in Higher Education [ENQA], European Students' Union [ESU], European University Association [EUA], and European Association of Institutions in Higher Education [EURASHE]) jointly drafted and published the Standards and Guidelines for Quality Assurance in the European Higher Education Area in 2005 (ESG 2005). The introduction of the ESG 2005 greatly promoted the development of higher education quality activities in Europe and has become the cornerstone of quality assurance in the EHEA. Following implementation of the ESG 2005, corresponding experience was accumulated, and new developments emerged in higher education; the ENQA thus revised ESG 2005 in 2015 (ESG 2015) to enhance its applicability. Given that China has since launched its Double First-Class Initiative (develop world-level first class universities and disciplines), reviewing the development history, contents, and concepts of the ESG can help shed light on the quality assurance processes in higher education and assist in the construction of world-class universities.

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“…The changes in the accreditation system of higher education in the former Soviet Union countries were the research topics of several scholars (Motova and Pykko, 2012;Chuchalin et al, 2007;Pak, 2010;Umankulova, 2015). Motova and Pykko (2012) described the challenges that Russian higher education system encountered in the course of the Bologna Process and incompliances of Russian quality insurance system with ESG (2015).…”

Section: Changes In the Accreditation System Of Post-soviet Countriesmentioning

confidence: 99%

“…According to Motova and Pykko (2012), from Rosobrnadzor appoints external panel members, approves Accreditation Board membership and makes the accreditation decision based on the Rusian Federation Law on Education from 1992. Chuchalin et al (2007) described two types of accreditation in Russia: state accreditation and professional accreditation based on the Russian Federal Law "On Education" from 1992. The institutional accreditation conducted by the Ministry of Education of the Russian Federation is called state accreditation, and program accreditation conducted by public professional organizations is called professional accreditation (p. 111).…”

Section: Changes In the Accreditation System Of Post-soviet Countriesmentioning

confidence: 99%

Concepts of quality in independent accreditation in Kyrgyzstan

Ryskulova

2019

AEDS

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Purpose The purpose of this paper is to explore the concept, criteria and definitions of quality of higher education from the perspectives of the leadership of three new independent accreditation agencies in Kyrgyzstan. Design/methodology/approach The author employed interpretative qualitative research design. The data for this study were collected through semi-structured interviews with the leadership of three independent accreditation agencies and through review and the qualitative analyses of new policies on accreditation of higher education institutions, new accreditation standards and criteria. A priori codes by using categories were defined in advance and emergent codes based on data driven were used for data analyses. Findings The research findings support the author’s argument that the new independent accreditation processes will not assure quality because first, the agencies are not independent of the Ministry of Education and Science; second, the current standards do not provide evidence of quality; and third, the institutions do not have what in Europe is called a “quality culture” – ongoing, continuous efforts toward quality. Originality/value This is first scholarly work looking at independent accreditation process at its beginning stage. The results of an article can have influence on further development of accreditation system and improvement of accreditation standards.

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The Russian System of Higher Education in View of the Bologna Process

Cited by 6 publications

References 1 publication

Pertinencia de los perfiles de egreso de las carreras de ingeniería en Chile: análisis de su consistencia con los acuerdos internacionales y el marco nacional de cualificaciones para la educación superior

Pertinencia de los perfiles de egreso de las carreras de ingeniería en Chile: análisis de su consistencia con los acuerdos internacionales y el marco nacional de cualificaciones para la educación superior

Standards and Guidelines for Quality Assurance in the European Higher Education Area: Development and Inspiration

Concepts of quality in independent accreditation in Kyrgyzstan

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