SYSTEM OF QUALITY SYSTEM OF QUALITY ASSESSMENTASSESSMENT

OF THE STUDY PROGRAMOF THE STUDY PROGRAMIN THE RUSSIAN STATE IN THE RUSSIAN STATE UNIVERSITY FOR THE UNIVERSITY FOR THE

HUMANITIESHUMANITIES

QUALITY GUARANTEESQUALITY GUARANTEES

According to the Russian legislation and the principles of international (particularly European) educational sphere, a university has to guarantee the quality of education (training) of its graduates.

Quality criteria are defined by: society professional expert groups the state

QUALITYQUALITY NORMS ARE SET BYNORMS ARE SET BY: :

Federal educational standards;

Professional standards,

Quality standards and recommendations such as the ones set by the International Organization for Standardization (ISO) or by the European Association for Quality Assurance in Higher Education (ESG-ENQA).

NEW GOALSNEW GOALS::

In the 2000s the Russian educational institutions used the ISO 9001-9004 quality management model that centered around business processes and production.

Now the universities opt for “softer” approaches to the organization of system of guarantees of educational quality which uses not so much the “vertical” quality management schemes but rather self-organization and self-assessment systems at the level of educational programs. ESG-ENQA represents one such model

QUALITY SYSTEM ELEMENTS QUALITY SYSTEM ELEMENTS ::

Self-assessment of educational programs performed according to a specific procedure that includes mechanisms of feedback from students and graduates about the quality of courses and programs, level of transparency and information accessibility;

Internal assessment and monitoring of educational programs both at the inception and the realization levels;

External assessment and auditing (revision) of educational programs by the public and professional community, transparency of procedures and quality criteria.

EDUCATION QUALITY. BASIC EDUCATION QUALITY. BASIC CRITERIACRITERIA::

Correspondence of the anticipated educational results (competencies) to the actual results and demands/needs of potential employers;

Marketability of graduates;

Guarantees of objectivity and effectiveness of procedures and criteria used to assess the educational achievements of students;

How satisfied the students are by the quality of education.

CORRELATION OF THE INTERNAL AND THE CORRELATION OF THE INTERNAL AND THE EXTERNAL ASSESSMENT OF EDUCATIONAL EXTERNAL ASSESSMENT OF EDUCATIONAL

QUALITYQUALITY

External assessment:1. Performed by- Federal Education and Science

Supervision Agency of the Russian Federation

- National accreditation agency of the Russian Federation

- Independent education quality agencies, including the international ones (Agency of Quality of Education Control and Career Development, Classic Universities Association of Russia, Association of Legal Education, COGITO, ASIIN, FIBAA, etc.)

- Employers’ associations (Association of Managers of Russia, Association of Teachers of History and Social Science, etc.)

Internal assessment:1. Performed by- University administration (Dept

of Quality and Innovations in Education)

- Academic Council- Council for Academic

Methodology - Ad hoc working groups of

independent experts (representatives of other departments or schools)

STATE ACCREDITATION PROCEDURESTATE ACCREDITATION PROCEDUREThe process of state accreditation begins pursuant to the following documents that the university submits

to the Federal Education and Science Supervision Agency (ROSOBRNADZOR):1. Application2. Copy of the state license for educational activity 3. Self-examination report comprising the past 6 years

Seven working days are taken to analyze the documents submitted The university is notified of acceptance or rejection of documents

ROSOBRNADZOR (Federal Education and Science Supervision Agency):• Defines and issues the order of evaluation for accreditation • Forms an accreditation committee (from the register of experts) and defines the number of people in

it • Issues the decree as to the structure of the committee and sets evaluation deadlines

The accreditation committee works at the university and prepares an expert opinion. Based on the said opinion ROSOBRNADZOR adopts a positive or a negative decision for state accreditation

State accreditation is based on accreditation expert evaluationThe subject of the evaluation is the define whether the contents and the quality of the educational training, as submitted for state accreditation, fully corresponds to the federal education standards

The positive decision results in issuing a state accreditation license for the term of 6 years. The decision may take up to 105 days from the day of the submission of the application

SOCIAL (PUBLIC)SOCIAL (PUBLIC) И И SOCIO-PROFESSIONAL ACCREDITATIONSOCIO-PROFESSIONAL ACCREDITATION ((ARTICLEARTICLE 96 96,, LAW ON EDUCATION #LAW ON EDUCATION #273273-FZ-FZ))

Accreditation of educational institutions is the process of expert acknowledgement of the fact that the activity of the educational institution in question corresponds to the criteria set by the Russian, foreign and international organizations. The accreditation can be performed by:

Russian organizations; Foreign organizations; International organizations.

Socio-professional accreditation of professional educational programs is the acknowledgement of the fact that the quality and the level of training of graduates of such programs in the institutions in question fully correspond to the demands set by professional standards and the job market.

The accreditation can be performed by:

(Potential) employers; Employers’ unions; Organizations commissioned by the employers to carry out this function

The socio-professional accreditation is performed on a voluntary basis. Its results are submitted to the Federal Education and Science Supervision Agency and are taken into account during the state accreditation.

Criteria of internal and external expertise Criteria of internal and external expertise the quality of the the quality of the study study programsprograms ::

Area Criteria

1. Quality of education

1. Learning outcomesThe degree of conformity of actual learning outcomes intended learning outcomes approved by the University

2. Quality assurance of education

1. Aims of study programmes

• clarity and accuracy of purposes; • correspondence with the mission of the university;• accordance with the requests of the main consumers of the program; • existence of the mechanism which allows to: measure the achievement of aims; monitor constantly changing requirements of the main consumers; reassess and adjust aims on a regular basis

2Structure and contents of study

programmes

• correspondence of the structure and contents to the stated programme aims;• ability to achieve the anticipated learning outcomes.

3

Learning and Teaching resources(Educational and methodical (teaching) materials)

• correspondence of the teaching resources quality used in the educational process to the anticipated learning outcomes;

• the sufficiency of teaching resources required to the fulfillment of an educational process in any trained course and the programme as a whole.

Area Criteria

4Technologies and methods of

educational activities

• an ability to achieve the anticipated learning outcomes using the data of educational methods and technologies;

• to what extent the educational methods and technologies contribute to the achievement of the anticipated learning outcomes.

5 Teaching staff

• provision of an educational process with the teaching staff whose level of competence and qualification is sufficient to help students in achieving the anticipated learning outcomes;• availability of procedures and criteria used for the professors' employment and the assessment of their teaching abilities which allow the educational establishment (university) to guarantee that the level of competence and qualification of the teaching staff is sufficient enough for highly-standard students' training.

6.

Research activities and implementation of its results in the

educational process

• the impact of the carried out research programmes on the improvement: of the learning outcomes;of the teachers' competence in the sphere they specialize in;•use of the activities results in the educational process;•availability of educational environment that supports and stimulates students' intellectual activities

Area Criteria

7 Educational and material resources

• the existence of educational and material resources providing the implementation of the program;• the students' access to the educational and material resources essential for their independent and research work; • development and improvement of educational and material resources.

8Management of the study

programme

 • specification of the quality policy at the programme level; • the system of the educational quality management (SMCO) at the level of a programme and training courses, including:o evaluation of the educational process quality;o evaluation of the students' educational achievements; o evaluation of the teaching process quality;o summarizing of the students', graduates', teachers' and employers' opinions;• whether the organizational and management structures contribute to the program realization; • whether the documents regulating the implementation of the programme contribute to the achievement of students anticipated learning outcomes.

Area Criteria

9Employer’s participation in study

process

 • the mechanisms of the employers' involvement in the program implementation;• the degree of the employers' influence on the increase of the students' learning outcomes through:o the employers' participation in the examination and development of the training courses, o giving lectures, holding seminars and master-classes; o the management of final projects and dissertations; o the participation in the evaluation of the actual training results; o technical and financial support of the programme; o offering employment to the graduates;o the provision of information about the quality of graduates' recruited, and their career development.

10Student’s participation in study

process

 • the mechanisms of students' involvement in determining the contents and structure of the educational process in the program;• the degree of students' influence on the improvement of the educational quality via: o accounting and the implementation of the students' proposals aimed at the improvement of the educational process; o students' participation in managing the activities of the educational establishment.

Area Criteria

11 Students Services

Whether the funds allocated for the students' social support, provision of independent work, recreation, physical development, decent social conditions, etc. contribute to the students' achievement of the anticipated learning outcomes.

12Quality assessment of entrants'

preparation

• whether the selection procedure of academically motivated students' admission to the programme is carried out at the University

• whether the goal-oriented training course aimed at the entrants' admission to the programme is carried out through the established basic schools (colleges) which work in the accordance to the agreed curriculum under the methodical guidance of the respective University departments

STEP-BY-STEP GUIDANCE ON THE CREATION OF THE EDUCATIONAL PROGRAMS ON TUNING

Step1. Confirmation of the social "order" on the program, its profile identification;

Step2. The formulation of the objectives of the programme and identification of key competencies (General and professional) with regard to the competencies identified in the "Key priorities";

Step 3. The definition and description of measurable learning outcomes required for the formation of the graduates ' competences ("preparation of competence", creating their "passports");

Step 4. The formation and structure of programs (modules and expected by the results of their development learning outcomes, the volume of modules in credits - credits);

Step 5. Checking the consistency of the program structure, learning outcomes and a set of declared competencies (table or matrix of conformity);

Step 6. The definition of appropriate learning outcomes educational technologies, methods of teaching and learning, assessment formed competencies for each module;

Step 7. Creation of the evaluation system and quality assurance, including the establishment of feedback mechanisms for updating and correcting the program.

Design of the study programmes

The aims and learning outcomes of the study programme

Creation of a working group at the faculty (Council of study programmes)

Curriculum design

Teaching staff

Facilities and learning resources

Creation of learning resources

The learning outcomes correspond to the requirements of employers

The correspondence to the department of master programmes

The correspondence to the council of study programmes

Approval the study program by the Academic Council

Licensing by the State Controlling Service

Thank you !Thank you !