The article's urgency of researching the importance of the applied national criteria for the quality of the educational program (CQEP) for higher education institutions (HEI) was established. The approach to group expert assessment of the weight of CQEP for the educational program (EP) in the field of metrology and information-measuring technique was studied. Members of one of the sectoral expert councils on technical specialties are involved in carrying out such assessments. To achieve this goal, the composition and requirements of the CQEP sub-criteria are analyzed, the algorithm of group expert assessment of the CQEP weight was proposed and substantiated, and the priority of the CQEP sub-criteria based on the conducted assessment was established. Conducting a quality assessment of EPs by experts and the National Agency for Quality Assurance in Higher Education according to clearly established criteria and sub-criteria helps to improve the quality of EPs of HEI. Although the HEI should pay attention to all the established criteria (sub-criteria), more attention should be paid to those identified by experts as the most important and those that significantly affect the quality of EP. It is established that such criteria include, first of all, training through research, human resources, teaching, and learning in the educational program. At the same time, the experts of technical specialties have the most doubts about the sub-criteria of the CQEP for internal quality assurance of the EP (K8), and this criterion itself is not considered important by them. At the same time, a large number of CQEP sub-criteria regarding the structure and content of the EP are also questionable, although they consider this criterion to be important. Therefore, these sub-criteria of the CQEP need special attention during the next revision of the set of CQEP to better balance the system of sub-criteria of the CQEP.
[1] UNESCO: International Standard Classification of Education, 2014 [Online]. Available: http://www.uis.unesco.org/ Education/Pages/internationalstandard-classification-оfeducation.aspx
[2] National Education Glossary: Higher Education. 2nd ed., Reworked. and ext. – K.: LLC "Ed. house “Pleyady”, 2014, 100 p.
[3] Resolution of the Cabinet of Ministers of Ukraine from 29.04.2015. № 266 «About the statement of the list of branches of knowledge and specialties on which preparation of applicants of higher education is carried out».
[4] European standards and recommendations for quality assurance in the European Higher Education Area. [Online]. Available: http://www.ehea.info/newsdetails.aspx?ArticleId=355.
[5] The European approach to quality assurance of joint programs. [Online]. Available: https://eqar.eu/projects/ jointprogrammes.html.
[6] European credit system for vocational (technical) education and training (ECVET). [Online]. Available: http://ec.europa.eu/education/policy/vocational-policy/ecvet_en.htm
[7] Resolution of the Cabinet of Ministers of Ukraine from 23.11.2011. № 1341 “On approval of the National Qualifications Framework”.
[8] Order of the Ministry of Education and Science of Ukraine from 11.07.2019 № 977 “On approval of the Regulations on accreditation of educational programs, which are used to train applicants for higher education”.
[9] Recommendations for the application of criteria for evaluating the quality of the educational program, Approved by the National Agency for Quality Assurance in Higher Education 17.11.2020. – K.: TOV “Ukrainian Educational Publishing Center “Orion”, 2020. – 66 p.
[10] R. Wagenaar, “A History of ECTS, 1989–2019. Developing a World Standard for Credit Transfer and Accumulation in Higher Education”, International Tuning Academy, 2020.
[11] V. I. Stepanov, “Problems of introducing the European Credit Transfer and Accumulating System (ECTS) within the framework of the Bologna process”, World Applied Sciences Journal, No 27(13), pp. 389–393, 2013.
[12] P. Armanet, “The European Credit Transfer and Accumulation System: the UDLA case in Chile”, Higher Learning Research Communications, No 2(3), p. 52, 2012. https://doi.org/10.18870/hlrc.v2i3.74
[13] J. Gleeson, R. Lynch, O. Mccormack, “The European Credit Transfer System (ECTS) from the perspective of Irish teacher educators”, European Educational Research Journal, No 20(11), 147490412098710, 2021. https://doi.org/10.1177/1474904120987101
[14] W. L. Magette, M. G. Richardson, “Application of Bologna cycle program structures and the European credit transfer system to Irish civil engineering programs”, European Journal of Engineering Education, No 45(5), pp. 1–15, 2020. https://doi.org/10.1080/03043797.2020.1747399
[15] C. Ryan, M. Bergin, S. Titze, J. SG Wells, “ECVET and ECTS credit equivalency in higher education – A bridge too far? ”, European Journal of Education 53(115), 2018. https://doi.org/10.1111/ejed.12297
[16] Gordiyenko T., Velychko O., Salceanu A., “The Group Expert Evaluation in Electrical Engineering Education”, in Proceedings of the 2018 Intern. Conf. and Exposition on Electrical and Power Engineering (EPE 2018), Iasi, Romania, 2018, 6 p. https://doi.org/10.1109/ICEPE.2018.8559787
[17] Velychko O. M., Gordiyenko T. B., Gaber A. A., Kolomiets L. V., “The use of universal software tools for expert evaluation of the effectiveness of higher education institutions”, Metallurgical and mining industries, No 4 (295), pp. 123–127, 2015.
[18] Velychko O. M., Gordiyenko T. B., Gaber A. A., Baranov P. F., “Application of software tools for assessing the competence of experts”, Open education, No 4, pp. 15–21, 2015.
[19] Velychko O. M., Gordiyenko T. B., Kolomiets L. V., Shevtsov A. G., Gaber A. A., “Application of software tools for assessing the competence of experts in the field of higher education”, Bulletin of the Engineering Academy of Ukraine, No 1, pp. 275–280, 2015.