O sistema de avaliação da qualidade da educação nas universidades dos principais países do mundo
DOI:
https://doi.org/10.20952/revtee.v15i34.17086Palavras-chave:
Ambiente antropogênico, Ensino superior de qualidade, Pedagogia, Qualidade da educação, UniversidadesResumo
The main purpose of the article is to study the most successful experience in the implementation of the education quality assessment system in the leading countries of the world. The world is constantly changing and developing. Together with it, we are changing, our ideas about the natural and anthropogenic environment, about our capabilities and needs are changing. We strive to know more, be able to do better, learn faster. And on this path, education is a powerful tool capable of changing the world. As a socio-cultural institution, education is acquiring new properties and characteristics. But the desire of people to form or receive education of the highest quality remains unchanged, especially in the context of systemic transformations. Universities have always been the main producers and providers of knowledge in society, but today they are recognized as the main generators of knowledge. In the context of global competition, a complex of interrelationships between high-quality higher education, scientific research both in the academic environment and outside it is becoming more important for ensuring the innovative and productive development of the state. As a result of the study, the most effective mechanisms for the implementation of the education quality assessment system in the leading countries of the world, as well as the most optimal methods for their adaptation, were analyzed.
Downloads
Referências
Apevalova, Z. V., Gromova, L. A., Pasholikov, M. S., & Trofimova, I. B. (2018). Integrative models of the future teachers education quality assessment. 18th PCSF 2018 Professional Culture of the Specialist of the Future: Open University Press (pp. 1428-1438). https://doi.org/10.15405/epsbs.2018.12.02.152
Aviram, A. (1996). The Decline of the Modern Paradigm in Education. International Review of Education / Internationale Zeitschrift Für Erziehungswissenschaft / Revue Internationale De L'Education, 42(5), 421-443. http://www.jstor.org/stable/3445109
Blaskova, M., Blasko, R. & Kucharcikova, A. (2014). Competences and Competence Model of University Teachers. Procedia – Social and Behavioral Science, 259, 457-467.
Campbell, C. E., & Nehm, R. H. (2013). A critical analysis of assessment quality in genomics and bioinformatics education research. CBE life sciences education, 12(3), 530–541. https://doi.org/10.1187/cbe.12-06-0073
Crawford, J. Butler-Henderson, K. Rudolph, J. Malkawi, B. Glowatz, M. Burton, R., Magni, P., Lam, S. (2020) COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. J. Appl. Learn. Teach.,3, 1–20.
Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(2), 120-138.
Doorwar, V., Meraj, Qazi F. and Hassan, M.(2019) Impact of Public Administration and Its Role in Higher Education (January 5, 2019). Proceedings of 10th International Conference on Digital Strategies for Organizational Success,http://dx.doi.org/10.2139/ssrn.3308681
Lyfenko, A. V., & Savchenko, S.V. (2017). Principles for assessing the quality of higher education. Bulletin of the Kaluga University, 1, 69-71.
Marciniak, R., & Cáliz Rivera, C. (2021). A System of Indicators for the Quality Assessment of Didactic Materials in Online Education. The International Review of Research in Open and Distributed Learning, 22(1), 180-198. https://doi.org/10.19173/irrodl.v22i1.5069
Olmos-Gómez, M.d.C.,Luque-Suárez, M.; Ferrara, C., Cuevas-Rincón, J.M. (2021) Quality in Higher Education and Satisfaction among Professors and Students. Eur. J. Investig. Health Psychol. Educ.,11, 219–229. https://doi.org/10.3390/ejihpe11010017
Trapitsin, S., Granichina, O., & Granichin, O. (2017). Information and mathematical models for evaluation of the effectiveness and quality of the University. International Conference “Quality Management, Transport and Information Security, Information Technologies”. IT and QM and IS, 10, 287- 291. https://doi.org/10.1109/ITMQIS.2018.8524943
Trškan, D. (2017). Quality indicators, a new method for the evaluation of teaching practice in teacher education programmes in Slovenia: an example of quality indicators for school mentors – external mentors. Revista Electrónica Interuniversitaria de Formación delProfesorado, 20(2), 63-77. https://doi.org/10.6018/reifop.20.1.273871
Waltman, L., Wouters, P. and van Eck, N.J. (2017), Ten principles for the responsible use of university rankings. URL: https://www.universiteitleiden.nl/binaries/content/assets/algemeen/onderzoek/responsible-use-of-university-rankings.pdf
Wang, D., Sun, Y. & Jiang, T.(2018) The Assessment of Higher Education Quality from the Perspective of Students through a Case Study Analysis. Front Educ China 13, 267–287. https://doi.org/10.1007/s11516-018-0014-0
Wariyo, L. (2020). Higher Education Quality Assessment in Ethiopia: A Comparative Study. Multidisciplinary Journal for Education, Social and Technological Sciences, 7(1), 1-31. doi:https://doi.org/10.4995/muse.2020.10512
Yetik, E, Ozdamar, N & Bozkurt, A (2020). “Seamless learning design criteria in the context of open and distance learning”, Managing and Designing Online Courses in Ubiquitous Learning Environments, pp.106-127. Retrievable from: https://doi.org/10.4018/978-1-5225-9779-7.ch006
Downloads
Publicado
Como Citar
Edição
Seção
Licença
À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.
