Evaluating Educational Program Implementation Quality: The Potential of Digital Usage Data

<p>The article deals with the problems of the quality of education. It has been<br> determined that the quality of education is considered as the degree of compliance of<br> a set of characteristics with the current requirements. The quality of education is<br> aimed at meeting the requirements of several stake holders: consumers, owners,<br> employees of institutions, organizations and the society as a whole. In connection<br> with this, the assessment of the quality is a complex and controversial social process<br> which cannot be reduced to control only. A significant regulatory framework which<br> should regulate and ensure the quality of educational processes, the quality of<br> providing educational services, the quality of specialists’ level of competence has<br> been analyzed. The legal acts which guarantee the specified processes include: the<br> Law of Ukraine “On Higher Education”, the Regulations “On the Educational<br> Process Organization in Higher Educational Institutions”, the Regulations on<br> Graduate Education, the Regulations of the Ministry of Education and Science of<br> Ukraine “On the Organization of Research Work of Students in Higher Educational<br> Institutions” and others. Higher educational institutions of Ukraine have the<br> authority to develop their own normative documents which take into account the<br> specifics of the university and the peculiarities of the organization of the educational<br> process (for example, the Regulations on the Сertification for the Educational<br> Degrees “Bachelor” and “Master” of H.S. Skovoroda Kharkiv National Pedagogical<br> University, Regulations on Teaching Practice of Students of the H.S. Skovoroda<br> Kharkiv National Pedagogical University). The guideline for ensuring the quality of<br> education is the international standard ISO 8402:1994 (which complies with the state<br> standard of Ukraine DSTU 3230-95). It has been noted that other standards also<br> function successfully. The issues of the quality are important not only for universities,<br> state institutions, public organizations, but also for all stake holders of the<br> educational process in Ukraine (prospective students, their parents, students,<br> teaching staff, employers). In order to monitor the quality of providing educational<br> services and the level of education in general, the article describes innovative<br> approaches to the implementation of this process. It has been determined that it is</p> <p>necessary to take into account the achievements of native and foreign pedagogy,<br> international experience in assessing the quality of higher education, to provide a<br> permanent communication between students and teachers, to understand employers’<br> demands, to continuously improve the scientific and methodological level of teachers,<br> to create conditions for mobility of teachers and students, to build up the material<br> and technical base.</p>

The given article regards the theoretical approaches to ensuring the quality of high education by means of institutional audit. Emphasis is placed on the need to provide quality educational services in a civilized society, in accordance with which the importance of institutional audit in Ukrainian legislation is determined. The audit is designed to ensure the quality of educational services in general secondary education, so its active implementation in the educational process is the key to effective development of the educational sphere. The quality of education is a basis for ensuring and improving the quality of human life, which is the key objective of the state. The article analyzes the scientific views on the notion of “quality of education” and addresses the legislative interpretation of the quality of education and tools for its provision. Having analyzed the scientific notion of “quality of education”, we consider the following definition to be the most appropriate: the quality of education is a multifaceted model of social standards and requirements related to a personality, which changes in the course of time; to the educational environment where the personality’s development and improvement takes place; and to the system of education that implements it at certain stages of the personality’s learning. On a legislative level, the system of education quality management includes the following components: − system of quality management in educational institutions (internal system of education quality management); − external system of education quality management; − system of quality management of the activity of managerial bodies and institutions in charge of external education quality management. Institutional audit as a tool for ensuring the quality of education is aimed at helping schools to become more efficient and to further develop and sustain an education quality culture that is based on transparency, innovation and partnership of all the participants of the educational process.

The article examines the problems and prospects of the accreditation system as a tool for ensuring the quality of higher education in Ukraine. The state and peculiarities of integration of the Ukrainian accreditation system into the European context are investigated. The purpose of this study is to analyse the accreditation system of higher education in Ukraine and to study its impact on ensuring the quality of education in accordance with European standards. The emphasis is placed on analysing the theoretical and practical aspects of accreditation in Ukraine, identifying problems and opportunities for further improvement. The study uses general scientific methods. The method of documentary analysis was also used. The article examines topical issues related to the accreditation system of higher education in Ukraine, in particular the factors that affect its effectiveness and compliance with European standards. The analysis of the state of integration of the Ukrainian accreditation system into the European dimension has revealed key challenges and prospects. The theoretical aspect of the study highlights the conceptual foundations of accreditation, its goals, and impact on the quality of education. The practical analysis revealed problems such as the lack of a unified assessment methodology and insufficient coordination between accreditation bodies. The results of the study can serve as a basis for developing specific strategies and recommendations to improve the effectiveness of accreditation and maintain higher quality standards in Ukrainian higher education. The article emphasises that accreditation is an important tool for monitoring and ensuring the quality of higher education in Ukraine. It serves not only as a mechanism for determining the compliance of higher education institutions with the established standards but also guarantees a high standard of education and compliance with academic standards. Recommendations for improving the quality of higher education in Ukraine are proposed, taking into account the European experience in the field of accreditation. The study emphasises the importance of affinity with European models and the need for active cooperation to ensure a high standard of quality of higher education in Ukraine.

The article analyzes methodological approaches to assessing the highest quality of education. Based on the study of sociological studies of European countries and secondary studies of the association for the quality of education, the main principles and approaches to assessing the quality of higher education are revealed, the interest in the thoroughness of the partners of the educational process – the faculty of universities, students, graduates, employers, researchers in the external assessment of the quality of higher education. The article considers national approaches to building a system of independent assessment of the quality higher education. The article discusses the directions of pan-European policy of the quality of higher education, the formation of unified supranational associations in the field of education assessment, accreditation of educational programs of universities. The conclusions of the article allow us to talk about the growing influence of university graduates and employers in the choice of methods and approaches in assessing the quality of education, the untapped potential of local authorities.

Problem. The quality of higher education is achieved by compliance with the conditions for the implementation of educational activities and learning outcomes with the requirements of legislation and higher education standards, professional and international standards, as well as the needs of stakeholders and society. Obviously, the requirements, recommendations and opinions of stakeholders play one of the main roles in the process of ensuring the quality of higher education. It should be noted that without ensuring and improving the quality of higher education, it is impossible to obtain accreditation of an educational program (EP) in the relevant specialty. Goal. Obtaining feedback from employers and representatives of the academic community with experience in working and teaching in 141 specialties "Electrical Power Engineering and Electromechanics" to improve the quality of education in the Master's EP "Electric vehicles and energy-saving technologies". Methodology. The method of questioning consists in obtaining information by means of written answers of respondents to a system of standardized questions. Methods of information processing and synthesis method - the study of an object in its integrity, in the unity and interconnection of its parts. Results. An analytical review of decisions on EP and publications on the introduction of innovative teaching methods and methods of maintaining the quality of the educational process into the educational process was carried out. In a number of educational components, the list of literature will be expanded due to the technical documentation of automakers and references to modern research by foreign authors. It is proposed to improve the existing and develop new laboratory and practical work on modern equipment purchased through the CybPhys project and on the equipment of interested employers. It is proposed to expand the practical component of the educational components of the EP related to the cycle of professional training disciplines. It is proposed to add the topic "Alternative power sources" to the cycle of disciplines of the applicant's free choice (professional training section). Originality. It is proposed to conduct practical and laboratory classes and conduct research on the topic of the thesis directly in production and in the daily work of service stations and car service. Practical value. Based on the results of the feedback received from stakeholders, appropriate changes will be made to the courses that will improve the quality of education and make the master's EP "Electric vehicles and energy-saving technologies" even more relevant and relevant for the labor market in the field of electric power, electrical engineering and electromechanics, in particular, with regard to the industry electric vehicles and energy saving technologies.

A nation’s development depends on an educated workforce and the same applies to a developing country like Bangladesh, which has made strides in providing quality education through establishing several non- government, mainly private universities. Such universities have increased remarkably, resulting in the education sector becoming more competitive and yet, many of these universities couldn’t ensure the desired quality of education. Research and expert opinion seems to indicate that the quality of education of many of these universities is below par; many of them depend on part-time, inexperienced faculty. On the other hand, different facilities like, laboratory, library facilities etc. are not satisfactory. Many of the students were not familiar with the online education system such as courses being uploaded on the internet, attending class from home through servers, online library facilities, etc. This paper shows some of the facilities that are being provided by renowned private universities in Bangladesh and abroad. Furthermore, some differences between the facilities of public and non-government universities are highlighted. Based on the findings, some recommendations are prescribed that should be beneficial for all non-government universities in order to improve the quality of the higher education that they want to provide.

Adult medical education has its own particularity.Its quality is affected by students' work units,families,schools,their own and other factors.Changing concepts,optimizing management,promoting personal quality education,setting up early warning mechanism,and doing full co-ordination are effective ways to improve the quality of adult medical education. Key words: Adult education; Medical education; Quality of education

The COVID-19 pandemic, which spread widely around the world at the beginning of 2020 and continues to this day, has seriously affected the field of higher education. In a short time, it forced to change the traditional form of education to distance learning. Most of the world's universities were not ready for this: neither technically nor conceptually. As a result, there is widespread criticism of online education, the quality of training is declining, the negative consequences of covid education are being actualized. At the same time, researchers are looking for new vectors of development, studying the mistakes of the past, realizing that the pandemic did not have a special impact, but only aggravated the problems already existing in the education system. In this regard, a study was conducted in Kazakhstan, the purpose of which was to study the quality of higher education during the pandemic through the eyes of students, their preferences and proposals for reforming higher education. As part of this study, a sociological survey was conducted that covered a thousand students from different regions of the Republic of Kazakhstan. This study will complement the ideas about the prospects of higher education after the pandemic, and the results will be useful for teachers of higher educational institutions, philosophers of education and anyone interested in the problems of higher education. Key words: philosophy of education, pandemic, higher education, quality of education, distance education, post-secondary education.

This study investigated issues in public university governance that contributed to the rapid expansion of university education and its impact on the quality of education as well as the effect of government involvement in the management of universities. The study established that although the socio-economic and political pressures coupled with external policy formulations led to the rapid expansion of all levels of the education system following Kenya's independence in 1963, university education expanded phenomenally from the 1980s in response to the insatiable demand for such education. The political system exploited this demand as a means of squaring issues relating to historical and regional inequality and the devaluation of the assumed elitist ethos of the formal education system. Among the important politically motivated factors that has influenced large numbers of student admission in public universities is the relatively high frequency of student boycotts of lectures which in most cases are accompanied by government closures of institutions. The politicisation of decision-making has further reduced the effectiveness of the Commission for Higher Education which had been set up with full statutory powers to plan, develop and maintain the quality of university education. The overall consequences of politicised university governance has been unplanned growth of university education without commensurate rise in the level of funding, leading to a sharp decline in quality of education, and diminished democratisation of decision-making within the university management. All these factors point to the need for constitutional liberalisation which will release universities from arbitrary intervention by the executive powers and the need for universities to diversify their sources of funding.

The purpose of this study is to provide policy recommendations related to strategies that collaborate with parties in the education sector for the advancement of education in the provinces of Papua and West Papua by focusing on education issues at the basic level, especially the elementary school level. This research method is a qualitative research with a descriptive research design model that aims to describe the phenomena that occur. The results of the study indicate that access to education services in Papua and West Papua is still poor, especially in remote areas. There is a review of appropriate policy recommendations to improve access and quality of education in Papua and West Papua such as increasing teacher qualifications, teacher distribution programs, improving education services and community involvement. The low achievement of access and quality of primary school education in the provinces of Papua and West Papua is due to weak education governance, high rates of absenteeism for teachers, so it is necessary to revise policies in improving education services to encourage the acceleration of education in the provinces of Papua and West Papua.

Background and purpose: China is among the countries putting great emphasis on strengthening early education programs to ensure a solid learning foundation for children. The present study is based on a qualitative research design to examine the role of English as a Foreign Language (EFL) teaching in promoting educational quality in the context of early childhood education in China. It focuses on investigating the effectiveness of EFL teaching in enhancing the educational quality of early childhood education in the education system of China. Method: The semi-structured interviews were conducted to assess the parents’ perception regarding the impact of EFL programs on the quality of education being offered in early childhood centres in China. The sample for the survey was selected from the parents of children enrolled in early childhood education centres in China offering EFL teaching as a part of their curricula. The data collection focused on the student’s cognitive development and overall quality of education. Findings: Most of the participants emphasized the significant impact of early EFL education on their children’s cognitive skills. They regarded EFL education as a robust tool to lay a strong foundation for future academic achievements and cross-cultural understanding of their children. Conclusion and Implications: Thus, parents in China regard early EFL education as crucial for the cognitive development and educational foundation of their children. The present study offers significant pedagogical implications regarding the inclusion of EFL instructions in enhancing the early language acquisition experience of children.

This study investigated the perceptions of parents, teachers and headteachers towards the quality of early childhood education provided by preschools sponsored by parents and the communities in Lurambi Division of Kakamega District, Kenya. The quality of education was described according to the assessment depicted by the respondents’ perceptions and discussed in relation to past findings. A total of 162 randomly selected respondents participated in the study. The participants, 30 headteachers, 32 teachers and 100 parents were obtained from 32 preschools. A questionnaire was used to collect the perceptions of teachers, headteachers and parents concerning established structural and contextual variables of quality on a Likert-type scale. The data was analyzed quantitatively. Descriptive statistics facilitated an examination of perceived quality. Inferential statistics determined significant differences in the group perceptions of early childhood education quality. Perceptions of the three groups of respondents were tested for significant differences simultaneously using the Kruskal Wallis test, while, pair-wise testing was accomplished by the Mann Whitney U test. Overall, a significant difference existed between the perceptions of teachers, headteachers and parents towards early childhood education quality. The difference was dominant when the three groups were compared simultaneously and was mainly attributable to the significantly different perceptions of quality held by the teachers and parents. However, the perceptions of teachers and headteachers, as well as, the perceptions of parents and headteachers were largely convergent. In addition, group perceptions tended to be consistent with respect to the structural and space and furnishings dimensions of quality whereas perceptions towards the internal operations of the institutions remained significant different. The respondents upheld universal standards of early childhood education quality and acknowledged the fact that the education provided by the community preschools failed to meet these standards. Although parents and headteachers perceived the education provided as poor in quality while the preschool teachers maintained that the education provided was fair, the perceptions of the headteachers were in support of the teachers. The pattern of group perceptions indicated that the perceptions of teachers and headteachers were influenced by expert knowledge. The parents assessed the quality of early childhood education more accurately than did the teachers and headteachers that held a more personal stake in the early childhood education program. On the basis of these findings, it was concluded that the teachers and headteachers did not take the due responsibility for the problem of quality in the preschools. Besides, significant differences in the perceptions of teachers, headteachers and parents towards early childhood education quality inhibited a unified pursuit for quality care and education services for the children enrolled in the rural community preschools in Kenya.

Quality of education is one of the central isue of national education among other isues such asequlization, relevance and educational management eficiencies. SMA Argopuro Panti is stillfaced with several obstacles that affect the quality of education, which regard to the backgroundof students and their families, support of educational resources, teachers qualification, and lowcommunity participation. This research aims to obtain information about the policies underlyingthe school-based education quality improvement program, and how the school stakeholdersunderstanding of the policy and to analyze information about alternative strategies for improvingthe quality of schoole-based education, regarding to the education program in SMA ArgopuroPanti Jember. Informants in this study are founders of foundations, school committee members,and teacher, research subjects are relatively few and selected according to the research objects. Inthis study, collection uses snowball sampling techniques. Data analysis method uses SWOTanalysis method. Based on the results of the analysis it is known that SMA Argopuro Panti is in avery favorable situation, it should able to compete because according to data analysis this schoolalready has the strengthand opportuintyto improve its quality and dare to compete with otherschools. The strategy applied in this condition is to support an aggressive growth policy growthoriented strategy.Keywords : Strategy, Development, Quality of Education

In the transformation and development of Islamic education, various challenges are faced, particularly in improving the quality of management and the relevance of learning. This study examines the managerial revolution in Islamic education through innovative approaches aimed at enhancing the quality of management and teaching within Islamic educational institutions. The method employed is a literature review, which gathers and analyzes various relevant literatures on innovations in the management of Islamic education, including journals, books, articles, and research reports. The approaches applied in this study include transformational leadership and strategic management, which are believed to create significant changes in the management of Islamic education, enabling it to address contemporary challenges. The primary focus of this research is to analyze the application of various innovative approaches, such as the use of technology in learning, the enhancement of leadership skills in educational management, and the development of a curriculum that is both relevant and adaptable to the evolving needs of society. The aim of this research is to explore how innovative managerial revolutions can improve the quality of Islamic education through the implementation of new approaches and provide practical recommendations for educators, education managers, and policymakers in creating a more dynamic and high-quality educational environment. The results indicate that the implementation of innovative approaches in the management of Islamic education can lead to positive impacts on the overall quality of education. The integration of technology, transformational leadership, and a relevant curriculum are key elements in creating a more effective and efficient education system. Despite the significant challenges, innovations in the management of Islamic education can bring about meaningful changes to improve the quality and relevance of Islamic education in Indonesia.

The education system in Hungary has been greatly criticized in the last decades regarding the standards and quality of education and its ignorance towards labour market demands. The present study focuses on factors affecting the quality of education. The first part of the research analyses the relationship between public education and competitiveness in Hungary. In the second part of the research, with the help of the linear regression model and of other statistical and mathematical tools, we tried to identify those explanatory variables which influence and mostly determine the quality of public education. The quality of education was chosen as the dependent variable of the model. Based on the data of competency measurements in Hungary, we were able to identify two explanatory variables that would also highly satisfy the goodness of fit of the linear regression model. The educational funding rates (GDP-proportionate educational spending rate) and the number of students learning English language turned out to be the two significant explanatory variables. Results show that increasing the GDP-proportionate educational spending rate with only one per cent increases the average value of competency measures with 10.9571 points without any other variable changes. Also increasing the number of English language learners with one person increases the average value with 0.000177253 points with other variables remaining the same.