Suchergebnisse

Стаття привчена проблемі методології середовищного підходу у вищій освіті. На основі аналізу вітчизняних та зарубіжних наукових публікацій, проектних і звітних матеріалів розглянуто визначення сутності середовищного підходу у вищій освіті, виокремлено етапи його становлення та розвитку. Розкрито тенденції глобальних змін та потреби в актуальних навичках майбутнього. Актуалізовано зміну ролі вищої освіти й тенденції її розвитку. Схарактеризовано особливості середовищного підходу у вищій освіті в контексті глобальних тенденцій: провідні поняття, принципи, методи, ціннісно-цільові орієнтації. ; Each stage of society development corresponds to a certain order to the education models in all its spheres. Global trends that change the world do not leave aside the problem of modernizing methodological approaches to the development of socio-pedagogical systems of higher education. The article is devoted to the study of how global changes, tendencies of higher education influence/promote development of an environmental approach as a methodological basis for the transformation of the socio-pedagogical system of the higher education institution, aimed at creating conditions, opportunities, resources for ensuring the quality of higher education of a new level. Analysis, systematization and synthesis of publications allowed revealing the essential characteristics of the environmental approach and the stages of its formation. The result of the work was highlighting periodization of development of the environmental approach in higher education from formation of its prerequisites, identification of the phenomena of the educational and upbringing environment to the definition of the essence of the educational environment of the institution of higher education and the diversity of its types. The study of the project and reporting materials of international agencies, the results of domestic and foreign studies have made it possible to distinguish the directions of global change, trends in the development of national systems of higher education and labor market needs in current skills. In the context of global changes, the environmental approach becomes a strategy for the development of higher education, a method of cognition, and a tool for solving theoretical and practical problems (tasks) of training the new generation of professionals, supporting personal¬ professional success and self-realization of higher education applicants for building a co¬evolution of individual, institutional and social development through transformation of the educational environment of a higher education institution, using its phenomenal opportunities (socio-cultural, educational, informational and resourceful, socio-psychological). The result of the work lies in outlining the characteristics of formation (transformation) of the educational environment of the higher education institution (leading concepts, principles, methods, values-target orientations) in accordance with such global tendencies as integration and internationalization, development of technologies and the need for relevant skills, informatization and development of information-communication technologies, individualization and personalization of education, quality assurance.

У статті розкрито сутність кваліметричного підходу та встановлено його роль у процедурах оцінювання якості освітніх програм у закладі вищої освіти. Розроблено базову кваліметричну модель оцінки якості освітньої програми, що може слугувати інструментом її поточного моніторингу та періодичного перегляду при реалізації системи внутрішнього забезпечення якості освіти. Запропонована базова кваліметрична модель ґрунтується на параметрах, відповідних факторах та критеріях, що мають питому вагу в моделі. При побудові кваліметричної моделі обрано 8 параметрів та визначено 57 критеріїв оцінки, перелік яких сформовано на базі проведеного аналізу законодавства України в сфері вищої освіти, рекомендацій до розробки та оцінки якості освітніх програм. Обрано напрями діяльності і процеси, що впливають на якість освітніх програм з боку різних учасників освітнього процесу. Одержані результати нададуть змогу сформувати власні підходи закладів вищої освіти до оцінки якості освітніх програм. ; The article is devoted to the problem of the search for tools for assessing the quality of educational programs (EP) as part of the system of internal quality assurance in the higher education institution. The aim of the article is to substantiate and develop a qualitative model for evaluating the educational program for guaranteeing and improving its quality. The article reveals the essence of the qualimetric approach and establishes its role in the procedures for assessing the quality of educational programs at the higher education institution. Using the factor-criterion modeling method, a basic qualimetric model for assessing the quality of an educational program has been developed, which contains parameters, relevant factors and criteria having a specific weight in the model. While developing the qualimetric model, 8 parameters (stages of the "life cycle" of the educational program) are distinguished: preparation for development of EP, development of EP, approval of EP, introduction to the program of higher education applicants; organization of educational process on implementation of EP; realization of EP; efficiency of EP; system of internal quality assurance. For each parameter, factors that reflect specification/detail of the parameters, the processes that provide them - totally 13 factors - are defined. For each factor, a group of criteria is quantified - totally 57 criteria. The list is formed on the basis of the analysis of the legislation of Ukraine in the field of education, recommendations for the development and assessment of the quality of educational programs. The areas of activity and processes that influence the quality of educational programs by different participants in the educational process are selected. The basic qualimetric model involves defining the desired (reference values) of the criteria and displaying the actual values for each criterion in quantitative terms. On the basis of comparison of actual and planned values, the coefficient of compliance is calculated, which reflects the indicator of the manifestation of the criterion. The practical significance of the model lies in the fact that on the basis of the proposed basic model qualimetric submodels for assessing educational programs of the first, second level of education in specialties can be developed. The obtained assessments of the quality level of educational programs form the basis for their current monitoring and periodic review when implementing the system of internal quality assurance in higher education institutions. Further research will be continued in the direction of development of a qualitative approach, development of qualitative submodels for the assessment of educational programs at different levels of education, taking into account the national qualifications framework.