Report template country research - Russia (стр. 1 )

Revalento, Roger Van de Winkel, December 2015

Report template country research - Russia

QM&CQAF - The expansion of the EU-approaches to providing the partner-countries higher education quality assurance Expanding Quality Assurance

Content

Introduction        3

National context        4

1        Target group the research aims at and definitions used        6

2        Profile of respondents and respondents organisation        8

3        Good quality of education: what does it mean?        11

3.1        Respondent’s definition of good quality of education        11

3.2        Respondent’s most decisive criteria for good quality of education        11

3.3        Existing measurements of quality        15

3.4        Respondents example of good practice in which these criteria  are reflected / clearly respected        16

The most notable practice        19

4        EQAVET indicators in use        21

4.1        Effective use of the EQAVET cycle        21

4.2        Use of EQAVET quality criteria/descriptors        24

5        Indicators used in the EU provider model on quality of education        27

6        Main challenges regarding improvement of the quality of education        31

6.1        Main challenges and support needed        31

6.2        Main challenge regarding teachers involvement and support needed        32

6.3        Remarks made by the interveiwers        34

7        Conclusion on the use  EQAVET indicators and CQAF VET indicators        35

7.1        Decisions and key indicators of the quality education at nation level in the Russian Federation        35

7.2        The most important indicators for providing high quality education according to providers        35

7.3        Similarities / differences with EQAVET indicators        35

7.4        Similarities / differences with CQAF VET indicators        36

7.5        Suggested amendments / replacement for the model        36

Annexes 1. Participant list        38

Annexes 2. Profiles of the respondents involved        40

Annexes 3. List of the main regulations related to education in the Russian Federation        63

Annexes 4. Respondent’s definition of good quality of education        64

Introduction

The project is aimed at the development of quality assurance model for the higher education oriented on enhancement of interaction between universities and national labor markets, and at dissemination of this model in the Project member-countries (Croatia, the Russian Federation, Belarus). In enables to extend the European approaches to the quality assurance to countries participating in the Project.

To achieve the set objective of the Project the first task is adaptation of the CQAF concept to specifics of the Higher Education in Croatia, the Russian Federation, and Belarus. It demands to collect the information about future QM&CQAF model providers and parties concerned primary reaction QM&CQAF model application, QM&CQAF model components and typical bottle-necks advance, backgrounds and improvement resources. The information has been gathered by means of the internet-interviews and direct activities with later MS Excel processing. The results have been analyzed and visualized with infographics to complete the national report for Russian Federation.

Basic stages of the study:

The Internet questionnaire design; Interviewing the survey respondents; Including the interview results and the Internet questionnaire; The first stage of the analyzing the interview results; Clarifying several replies; The final analysis of the interview results; Making-ready the report about the survey (national report).

Some respondents asked to let them fill in the Internet – questionnaire on their own with a following specification of the replies that are not full or not precise enough.

Overall time for interviewing 32 respondents (including those that completed the questionnaire on their own) is 35 hours, i. e. in average 66 minutes for a respondent.

National report about this survey is a part and a source of the raw data for the consolidated report on the primary reaction QM&CQAF model application, QM&CQAF model components and typical bottle-necks advance, backgrounds and improvement resources.

National context

In Russia, higher education quality assurance are defined primarily by the Federal Law "On Education in the Russian Federation" dated 29.12.2012, and implemented at both the federal and regional governments, as well as at the level of educational organizations. Policy authorities in respect of education quality assurance support community organizations.

At the federal level, the main responsibility for ensuring the education quality assurance lies with the Ministry of Education and Science of the Russian Federation (Russian Ministry of Education) and the Federal Service for Supervision in the Sphere of Education and Science (Rosobrnadzor). In accordance with the Federal Law # 273 "On Education in the Russian Federation", they realize three functions relating to the provision of guarantees of the quality of education, namely:

licensing; supervision and state accreditation.

At the same time the Russian Ministry forms a normative framework (a system of regulations that determine the organization and implementation of activities in higher education programs, the procedures and criteria for monitoring and self-study, federal state educational standards, etc.) and performs the function of education management based on established criteria and quality indicators. Rosobrnadzor provides licensing, monitoring and control of state accreditation of higher education programs.

Along with the quality of public administration education FZ-273 provides for the development of quality assurance systems to ensure that the principles of voluntariness. This activity is supported by the Ministry of Labour of the Russian Federation (Russian Ministry of Labor) and the Federal Agency on Technical Regulating and Metrology (Rosstandart). Law "On Education in the Russian Federation" as a system for independent quality control through a system of regional public councils.

The National Qualifications Framework (NQF) is created with the support of the Ministry of Labor of Russia. NQF is administered by the National Council under the President of the Russian Federation on professional qualifications (NCPPQ).  The main instruments of the NQF are professional standards that serve as an independent assessment of qualifications, as well as for professional public accreditation of professional education programs (including higher education programs). NCPPQ is formed from representatives of major employers, authorities and the public. In its activities the NBTS is based on industry boards (now the Council on the professional qualifications in 22 key sectors of the economy), which form a system of independent assessment of the quality of education on the basis of the rules (principles and requirements), approved by the NCPPQ.

Rosstandart supports the process of recognition of the quality of educational activities through the distribution of quality management standards (ISO 9001) at the level of educational organizations. Currently, more than 60% of Russian universities have quality certificates ISO 9001 international (obtained in certification within the international network IQNet bodies).

In addition, FL-273 allows for the existence of the Russian market and other independent evaluation systems, particularly professional public accreditation of programs and public accreditation of educational institutions in accordance with the law employers can conduct tips, created on the basis of public associations and professional associations.

In general, the process of ensuring education quality assurance in Russia is implemented in two successive stages: the management of the process of formation of professional competence and the provision of accessible and transparent procedures for independent assessment and recognition of the quality of education outcomes.

For quality assurance, the first phase of the group established the criteria by type of educational organization. In particular, at the federal level of self-indicators are divided into groups:

educational activity (average score on the input and output of the process, the proportion of students enrolled full-time, the proportion of teachers with academic degrees and titles, etc.) research activities (citation metrics, publication activity, absolute and given to one teacher revenues from scientific papers) International activities (share of foreign students, the proportion of international revenue projects) financial and economic activity (total and per unit revenue by type of activity and source of funds, including one student and one teacher) infrastructure (including security indicators of student equipment and premises).

The state holds an annual monitoring of the effectiveness of high schools where self-indicators are used, but along with these key indicators is the "employment", the average salary of teachers. In carrying out the procedure of independent assessment of the quality of education there are four groups of indicators characterizing the openness and availability of information; comfort conditions; kindness, courtesy and competence of employees of educational institutions; satisfaction with the quality of service recipients.