Report template country research - Russia (стр. 4 )

Respondent:	Attention area of then cycle:	Why / how?
6	Planning	plan, since no culture of planning. requires improvement planning objectives and criteria for evaluating the efficiency and effectiveness of processes. It is necessary to improve the strategic planning process it is necessary to improve the system of formation of objectives at all levels of government, as well as the criteria of effectiveness and efficiency planning should be given more time and attention as the quality of the plan depend on the further implementation costs and so forth. the quality of planning and the level of the educational process
3	Actions / organization	The introduction of modern educational technologies and retraining of teachers: the university is not enough attention to active teaching methods, technologies, e-learning. Creating a single electronic educational environment: to improve the quality of presentation and delivery of educational content. It is necessary to increase the coherence units FU, involved in the educational process Stage "Performance" requires optimization due to the frequent lack of staff due to illness
4	Control	Monitoring the implementation of corrective actions. Control generally is one of the most vulnerable places in the activities of all state and public structures. To improve the efficiency takes a lot of consistency, perseverance and patience in carrying out its tasks. The improvement requires verification activities performed and corrective actions. Requires the one hand pay more attention to the involvement of the teachers, on the other - to improve the quality of the monitoring process of the educational process and its visualization for the competition effect. It is necessary to improve the procedures for checking the activities undertaken, detailed study you make adjustments
7	Correction	corrective measures were not always implemented consistently, so that their effectiveness is reduced methods of quality assessment, because they are still imperfect; you need to use the best practices to improve the methods assessment of each other and independent confirmation of the quality level (professional public accreditation, competitions, etc.). Implementation of corrective actions and evaluation of their effectiveness. Most sinks stage. It is necessary to strengthen self-control and centralized control Correction. The weak dependence of PPS Performance of the result - from the demand for graduates, the requirements for graduates in the labor market Correction. Increase speed adoption and implementation of corrective actions. Evaluation Process Quality
1	Several stages	The planning, execution and control require more attention. Much attention contributes to improving the quality, outcome of events. Rational planning, proper implementation and verification contribute to the improvement of activities in the investment of time, quality and level.
11	Difficult to answer
32

Figure 6.

Also rating of compliance with EQAVET cycle was conducted in respondents organizations in two ways: indirectly, through transfer to a rating of respondent opinions about the degree of compliance with EQAVET cycle in its educational institution, and directly, through the collection of evaluation activities to improve the quality of education through consistent planning, execution, checking and adjusting the actions taken. It has the following results:

Table 2. Rating EQAVET compliance cycle in educational institutions of the respondents

The number of respondents	Feature compliance EQAVET cycle	Rating 5
1	No	0
1	Not applicable to the university	0
4	Difficult to answer	1
1	There is a problem	3
3	As part of the quality management system	4
22	Yes	5
32	4,03

Table 7. Ratings (rating) of the measures to improve the quality of education through consistent planning, implementation, verification and correction action taken

The assigned rating (rating)	The number of respondents
5	1
6	2
7	11
8	10
9	3
10	4
No answer	1
Average – 7,53 Given the lack of response 7,74 to the exclusion of the lack of response	32

Attention is drawn to the lack of communication between the rating through the cycle EQAVET and evaluation / rating of measures to improve the quality of education:

Figure 7.

As can be seen from Figure 1, the lowest scores (ratings) measures to improve the quality of education with consistent planning, implementation, verification and correction of the actions taken, put the respondents who denied the observance of EQAVET cycle in their educational institutions or difficult to answer - it is logical. It is also logical that above all appreciated the measures to improve the quality of education, respondents who have confirmed compliance with EQAVET cycle in their educational institutions.

However, significantly lower scores (ratings) measures to improve the quality of education delivered respondents who noted the observance EQAVET cycle within the quality management system (QMS) - and it is a paradoxical phenomenon that may require further study and / or communication between MCS and EQAVET.

Use of EQAVET quality criteria/descriptors

Collect the information of the respondents in the table below.

Table 8.

Planning descriptors	Used: yes - no
Used	Not in the proper amount	Not applicable	Difficult to answer
Studies on process (teaching and pedagogics) and product (learning outcome).	26	6	0	0
Focus on local needs and value added to the customer	18	9	3	2
Transparency in the intake (criteria)
Design of new courses adapted to market needs	29	3	0	0
Plan the internal resources e. g. teachers to intended learning outcome and to student population	25	7	0	0

Conclusion: we can say relatively weak concentration on the actual needs / requests, presumably due to insufficiently transparent criteria of labor market needs.

Table 9.

Implementation  descriptors	Used yes - no
Used	Not in the proper amount	Not applicable	Difficult to answer
Run courses according to syllabus / set procedures	25	7	0	0
Have internal standardized procedures for QA	25	7	0	0
Have formulated indicators for success (completion rate, placement rate in related jobs, utilisation of acquired skills, % of drop-out, % of unemployment)	30	2	0	0
Invest (appropriate) time and resources for the delivery	16	14	2	0
Secure internal cooperation.	20	12	0	0

Conclusion: The respondents as a "bottleneck" named lack of time and resources to provide high quality education.

Note: lack of time teachers in most cases due to low remuneration and the respective running-and the lack of motivation for further education.

Table 10.

Evaluation descriptors	Used yes - no
1	2	3	4	5	Average
Be willing to take criticism from both external and internal stakeholders	0	3	1	19	9	4,063
Assess the activities and take the time for analysis	1	1	8	17	5	3,75
Involve stakeholders in the analysis / evaluation	1	0	6	10	15	4,19
Have regular meetings and evaluations	1	2	12	17	0	3,406

Conclusion: The respondents as a "bottleneck" and called the assessment of the lack of time for analysis that echoes the output descriptors for implementation.