GLOBAL PRACTICES OF FORMATION OF THE QUALITY ASSESSMENT SYSTEM OF SCHOOL EDUCATION

Abstract

The paper deals with the coverage of world practices in the formation of a system for evaluating the quality of school education. In European systems, quality is defined through three main accents: as a result (Accountability) (typical for Great Britain, the Netherlands); as a process (Compliance & Improvement) (Poland, France); and as the capacity for self-development (Estonia, Finland). European quality assurance policy is moving from a control model to a development model based on partnership, trust and analytical culture. Key principles include the balance of control and expectations, evidence orientation, networking, and balanced vision (combining quantitative and qualitative data).
Effective systems are based on the synergy of external and internal evaluation. In the EU, there are two models of harmonization: the model of accountability (use of uniform criteria, partially limits autonomy) and the model of development (audit of the self-assessment process, supports the independence of institutions). An integrated approach combining elements of accountability and development is considered to be optimal for Ukraine.
The analysis of the PISA 2022 leader countries shows that the high quality of education is based on systematic management, orientation on personal development and investment in teachers’ professionalism. Singapore emphasizes excellence and competitiveness; Japan – the harmony of traditions and innovations; Taiwan and Macau – the system and high standards. In contrast, in the countries with the lowest PISA scores (Haiti, Nigeria, Chad), the concept of quality is reduced to ensuring minimum standards, accessibility and system survival in crisis or instability.
It was concluded that the quality of education is an indicator of the social stability of the state: the higher the level of development of society is, the broader and more holistic the understanding of quality is – from survival to perfection.