INTERNAL MONITORING OF THE QUALITY OF EDUCATION
L. M. Struminskaya
Novosibirsk State Pedagogical University, Novosibirsk, Russian Federation
Keywords: качество образования, организация мониторинга, критерии мониторинга, оценка деятельности вуза, рейтинг, quality of education, organization of monitoring, monitoring criteria, university assessment, rating
Abstract
An effective management of educational quality needs to be based on systematic information, which is provided by monitoring. Monitoring of higher institutions is carried out at different levels, the widest monitoring is implemented at the university level. Monitoring assumes a process of lifelong scientific observation of changes in the scientific and academic activities of higher instituition with the aim of including the results of such observations into the management of the higher education institution. The goal of monitoring is to systemize information, to make a certain picture of changes occurred in the activity of higher institution at the definite periodand develop prospective activity plan based on the obtained data that would help to develop positive changes and prevent from the undesirable changes. The author analyzed the results obtained at various stages of monitoring and made cocnlusion they make a basis for the administrative decisions related to changes in education. In order for the monitoring to become a management tool, monitoring has to be organized. The author implies good organization of monitoring in order monitoring to become a real instrument of management. Monitoring arrangements deal with specific and appropriate combination of various forms, types and ways of monitoring. The article explores monitoring of quality of education in higher institutions. The author summarizes briefly external monitoring endorsed and regulated by Federal Law „On education“. The most part of the article is devoted to the internal monitoring of education, which is methodologically developed insufficiently. University envirnment consists of structural components related to each other. This assumestasks and aims of monitoring, objects of observation, subjects of arrangements and implementation of monitoring, a complex of evaluation criteria and indicators, methods of gathering information, which contribute monitoring measurements. The paper does not explore monitoring in the "teacher - student“ paradigm.
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