"The most important objectives for the development of the existing education system both in Russia and abroad are affordability and quality," said Analytical Center expert Inna Karakchieva speaking at the plenary meeting of the 10th International Applied Science Conference 'T. Shamovaya Science School: Methodological, Theoretical and Technological Resources for Developing Education Systems' where she presented the report 'Quality Management in Education: Experience, Trends, Resources.'
According to Ms. Karakchieva, the quality of education is increasingly being regarded as the most important factor in development. For a school, quality is an incentive, the way to compete and stay afloat. For students and their parents, quality is an important factor to consider when choosing which school to go to and where to invest their money in their future education.
Despite the fact that the right to equal access to quality education is guaranteed by a federal law in this country as well as by a number of strategic documents, offering quality education requires labor and financial resources that must be accessible to the broadest possible groups of the population.
Creating the conditions for equal access to quality services is encouraging public interest in quality management both in specific countries and at the global level, Ms. Karakchieva said. The expert believes it is possible to predict the emergence of global management systems that integrate state and regional quality assessment systems.
However, there is one contradiction that persists. On the one hand, the quality of education means achieving and maintaining specific standards and here a key problem is how to standardize requirements and quality assessment criteria. On the other hand, the goals of education far exceed the simple task of acquiring specific competencies, and yet to this day the main emphasis in the assessment of the quality of education is put on specific competencies and skills in specific subjects, with very little attention being paid to personalization, flexibility and diversity (customized education programs, education variability etc.).
These contradictions stem first and foremost from the transformation of the traditional education system, an attempt to review the roles of all the participants in the education process, and the creation of an active system for internal and external assessment, Ms. Karakchieva summed up.
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