3.2 Respondent’s most decisive criteria for good quality of education Table 2 N- times Short description Why chosen by respondents? Employment 3 The share of employed graduates and employers' satisfaction with the quality of specialists’ training personal opinion 1 experience 2 The presence of high competitive selection for admission to a higher educational institution 2 High appreciation of the HEI by applicants, high of applicants’ training personal opinion 2 The ability of graduates to be included in the activities independently 1 The ability to independently solve problems, to be flexible and capable of continuous further training experience and research High citation index of scientific publications 1 A high level of students’ involvement in the scientific life of the university criteria of higher educational institution The ability to meet the needs of society 1 Possessing currently important competences, rapid response to changes in the environment personal opinion The presence of joint projects with production 1 The close relationship with production of the university, which certifies the modernity of education provided by the HEI experience and research Decent remuneration of labour of academic teaching 1 personal opinion 100% placement to the job of graduates 1 personal opinion The most frequently mentioned criteria indicate that a special role in the respondents' understanding the assessment of quality by the stakeholders: 1) of employers by graduates of the HEI, 2) of applicants during the choice of a higher educational institution, which provides the education of highest quality.
In addition to this, the criteria mentioned once show that the concept of "education", according to respondents, is not homogeneous and includes many different-type components. 3.3 Existing measurements of quality Totally, the respondents' answers made it possible to identify 9 mayor directions (systems) of education quality indicators and 4 ways to measure them. Table 3 Basic education quality indicators, measurement methods and stakeholders Indicator: Way of measurement Impact on what stakeholder (government, employer, student, parent? - Employment (4) Feedback collection Learners - Continuing qualification upgrading of academic teaching staff (3) The specialists’ expert evaluation, external rating, self-analysis All stakeholders - Availability of training and methodical materials (2) The specialists’ expert evaluation, questionnaire survey of stakeholders Learners Teachers Administration of educational institution - The demand of applicants for educational programmes (2) Feedback collection in different ways Learners Employers Teachers Administration of educational institution - Satisfaction of learners (2) Questionnaire survey of stakeholders All stakeholders
Secure internal cooperation. 11 0 2 The respondents note the full realization of the curriculum according to the accepted educational programme. The remaining activities are performed to a sufficiently full extent. The exception is the lack of time and resources to provide education of high quality. This can be attributed to a lack of motivation among teachers due to low wages. Evaluation descriptors Yes, it is applied Applied not to the full extent No, it isn’t applied Be willing to take criticism from both external and internal stakeholders 10 0 3 Assess the activities and take the time for analysis 12 0 1 Involve stakeholders in the analysis / evaluation 13 0 0 Have regular meetings and evaluations 12 0 1 The respondents note the performing of all the activities in the review/verification stage. However, as a weak point, some respondents note the unwillingness to accept criticism from internal and external stakeholders. Review descriptors Yes, it is applied Applied not to the full extent No, it isn’t applied Use the analysis and facts (of your indicators for success) 13 0 0 Secure the follow-up. 12 0 1 Give feedback to students and all stakeholders 12 1 0 The respondents note the performing of all the activities at this stage. However, follow-up measures are not always taken, and contacts/connection with learners and stakeholders are not fully established in all educational institutions. Actors / stakeholders descriptors Yes, it is applied Applied not to the full extent No, it isn’t applied
Respondent Main Challenge Support 1 Development of a educational standards Financial support 2, 5, 10, 12, 13 Social partnership development, training of the skilled and competitive specialists, improvement of the quality management system, optimization of the educational process content and organization Establishment of sectoral councils, interaction with social partners, active introduction of interactive training methods into the teaching process, active participation of teachers and trainees in the implementation of the quality assurance policy 3 Improvement of didactical approaches in the educational process State support 4 Correspondence of the applied training technologies to the modern level state-of-the-art technology level Financial support, training for teachers 6 Practical orientation, interaction with institutes Up-to-date renewal of material and technical base 7 Decrease in bureaucratic procedures Reduction of all of unreasonable reporting 8 Hundred-per-cent employment of graduates Constant interaction with employers 9, 11 Academic mobility of students and teachers Financial support The following tasks are mentioned most frequently: optimization of the content and organization of the educational process (may include development of a new-generation standards, practical orientation), close cooperation with employers. Educational institutions count on themselves as well as on the financial support of the state. 6.2 Main challenge regarding teachers involvement and support needed Respondent Main Challenge Support 1,4, 5, 7, 9, 11, 12, 13 Improvement of the methodology, use of the interactive training methods; self-improvement Personal motivation, improvement of the material and technical base of educational institutions
Medical physics ISO certified? Yes Reason using ISO: yes / no Order of the Ministry of Education №1000 Other QA model used? Yes / no No If “yes” one? Reason for choosing this Item: Respondents N= 10 to 15 Role/position: Associate professor Years in this position: < 5 5-10 > 10 9 Public or private? Public Higher Adult Prof Education (4, 5, 6, ) 6 Pure AVET institute? Yes Estimate average age of participants: 20 Amount of staff: <25 25 – 49 50 – 299 300> 285 Amount of students at institute: 4900
QA model used? Yes / no No If “yes” which one? Reason for choosing this model? Item: Respondents N= 10 to 15 Role/position: Associate professor of the Chair Years in this position: < 5 5-10 > 10 >10 Public or private? Public Higher Adult Prof Education (4, 5, 6, ) 6 Pure AVET institute? Yes Estimate average age of participants: 20 Amount of staff: <25 25 – 49 50 – 299 300> 300> Amount of students at institute: 300> Drop-out %: 3 Areas of education (technical, economics etc.) Philology, linguistics ISO certified? Yes