乌克兰国家资格框架中的质量保证方法:标准化问题

V. Kovtunets, S. Melnyk
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引用次数: 0

摘要

文章通过对乌克兰国内标准化体系的改革,在乌克兰融入欧洲资格体系的背景下,对乌克兰国家资格体系的质量保证问题进行了研究。有鉴于此,确定了质量系统的三个组成部分,即标准化的质量、评价的质量和文件的质量。该研究还侧重于专业和教育标准质量的法律规制问题。特别指出了职业预备高等教育和高等教育的教育标准的法律规定的差异。在使用术语“学习成果”和“能力”方面存在一定的法律不确定性,并且这些术语的使用与2017年欧盟理事会建议以及国际和国家标准不一致。与此同时,还发现了一些缺点。特别是,将专业资格分配到国家资格框架(NQF)水平的问题尚未解决。强调需要对具有专业标准的项目进行独立审查(专门知识)。审议了分摊标准问题。例如,缺乏这种标准对专业资格的质量,特别是乌克兰国家资格证书2-4级的资格构成威胁,因为除了资格认证中心外,教育机构有权分配这种资格。会议审议了公司评估标准的例子,特别是美国心理协会的例子。值得注意的是,在劳动力市场上,青年和雇员获得现代和有竞争力的技能的动机的形成是不够的。教育服务提供者对人员培训的过时做法也需要加以审查。研究表明,乌克兰的国家资格体系需要质量保证工具和使用与欧盟立法和实践相协调的术语。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
APPROACHES TO QUALITY ASSURANCE IN THE NATIONAL QUALIFICATIONS FRAMEWORK OF UKRAINE: STANDARDIZATION ISSUES
The article presents a study of quality assurance problems of the National Quali­fications System of Ukraine by reforming the domestic standardization system in the context of its integration into the European Qualifications System. In view of this, three components of the quality system were identified, namely, quality of standardization, quality of assessment and quality of documentation. The study is also focused on issues of legal regulation of the quality of professional and educational standards. In particular, differences in the legal regu­lation of educational standards of vocational pre-higher and higher education were identified. A certain legal uncertainty in the use of the terms "learning outcomes" and "competencies" and the inconsistency of the use of these terms with the EU Council Recom­mendations of 2017 and international and national standards were revealed. Along with this, a number of short­comings were found. Particularly, there is an unresolved problem of assigning professional qualifications to the levels of the National Qualifications Framework (NQF). The need for independent review (expertise) of projects of professional standards was emphasized. The issue of assessment standards was considered. For instance, the lack of such standards poses a threat to the quality of professional qualifications, especially qualifications of levels 2-4 of the NQF of Ukraine, since educational institutions have the right to assign such qualifications, in addition to qualification centers. Examples of corporate assessment standards, in particular, by the American Psychological Association, were considered. It is noted, that the formation of motivation of young people and employees to obtain modern and competitive skills оn the labor market is not enough. The outdated approach to personnel training by providers of educational services also needs to be reviewed. It is shown that the National Qualifications System of Ukraine requires quality assurance tools and the use of terms harmonized with EU legislation and practice.
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