Evaluation of the effectiveness of higher education. Determination of criteria for evaluating the effectiveness of the activities of educational institutions at the stages of education
The above analysis of the basic law of education allows us to form ideas about the first and integral criteria for evaluating the effectiveness of educational institutions and a particular education system. This criterion is to keep motivation for continuing education upon completion of education at each of its stages .
It should be noted and recognized that the criterion for maintaining the motivation to continue education for assessing the transition from the early childhood care levels to the preschool education level and assessing the transition from preschool education to school education sounds like a metaphor. Nevertheless, we insist that the social situation of the development of a one-year-old child, a three-year-old child, or six- and seven-year-old children determines the emergence of new needs in them. For a one-year-old child, this is the motivation for object-manipulative activity independent of the mother. For a younger preschooler, this is the motivation for determining relationships with adults and peers in play activities. For a first-grader, these are the motives for establishing interpersonal relationships with teachers and classmates in school life.
Evaluation of the effectiveness of the activities of educational institutions (including correctional ones) and institutions of additional education, regardless of at what level of education they operate, according to the criterion of maintaining the motivation to continue education in children graduating from education in this particular institution, is integral. Based on this criterion, specific indicators for assessing the provision of the normative content of education are determined.
Indeed, if for a kindergarten, a particular school or an education system it is normal that graduates in one way or another show motivation to continue their education, it means that the children of graduates have developed internal subjective mechanisms of development. And the fact that this turns out to be the norm for all graduates allows us to speak of this fact as a natural consequence of the activity of the educational system under study, and not as a result of random coincidences of many factors of development and education for this particular individual. So, preservation and development of educational motivation among graduates is an integral criterion for evaluating the effectiveness of educational institutions.
The second evaluation criterion that reveals the nature of the fourth subsystem of pedagogical cooperation can be declared didactic system, which at least they are trying to implement in this school. In other words, the “school model” declared by the teaching staff becomes the basis for the formation of the second evaluation criterion. Of course, the model itself, whether it is declared or not, cannot serve as a criterion. However, the degree of its implementation in specific educational programs of the school becomes a direct and immediate indicator of the effectiveness of the school. Even the mere presence or absence of a comprehensive program of school activity and development is the basis for dividing schools into “self-aware” and undecided schools. It is characteristic that even the frequently observed reference to the “basic plan”, “descent programs in subjects”, existing textbooks, etc. etc. put such a school and its teaching staff in the rank of "medium gray" or "mass" with all the ensuing consequences. Accordingly, the consequence of the social circumstances of the refusal of the declaration of the implemented didactic system by a specific educational institution is a general assessment of the existing traditional education system. Evaluation of the effectiveness of the traditional education system, built on the principles of natural philosophy of the 17th century, has already been done by history and, to put it mildly, has pronounced a death sentence on it, arguing that the entire world education system, especially the school system, does not teach a person to live.
So, the second criterion for evaluating the effectiveness of educational institutions is the declared and implemented model of the didactic system.
The third criterion makes it possible to evaluate the activities of the education system in relation to the processes and content of the third subsystem of pedagogical cooperation, namely the teacher-teacher relationship. In this case, the criterion for evaluating the effectiveness of a particular educational institution is the formation of a developed structure of the teaching staff. Currently, the most intensive indicators for this criterion are being developed in the areas of research in the organizational psychology of the school (A.A. Tyukov, 2007)
According to the fourth criterion, the subsystem of teacher-student interaction is evaluated. In this case, we want to emphasize the fundamental importance psychological attitude of students to teachers, expressed in their assessments . Of course, in addition to student assessments, numerous assessments of teacher qualifications can be used. However, in our development, we do not discuss the system of attestation assessments of teachers, considering it as a special problem that needs to be addressed in the context of discussing the problems of higher professional pedagogical education. Currently, developed systems for assessing the qualifications and certification of teaching staff are being developed (E.S. Romanova, B.M. Abushkin, 2011).
We draw attention to a practically non-existent system of assessments: assessments of teachers by children. Consideration of children as "independent experts" proposed in many rating systems for teachers, is considered by us as psychologically inadequate. Even proposals to consider senior schoolchildren and students as experts contradict the laws of social perception and social attribution. The main factors of such assessments are the subjective value, target and even operational attitudes of the appraisers. Such a system of assessments is normal in the subculture of interpersonal relations: a person is a person. It is not allowed in the systems of relations: a child - an adult, a child - a teacher, a student - a teacher.
For different levels of education, the methods for identifying such assessments should be different and corresponding to the age characteristics of people's interaction in different periods of human development.
Finally, the last fifth criterion for evaluating activities in the system of pedagogical cooperation is the degree of formation of the joint objective activity of peers. Understanding the basic law of education requires considering individual objective activity as a transformed form of human interaction with adults, elders, and peers in their joint activity. For the early childhood care level, this is interpersonal communication with the nearest adults and the attitude towards their help. For preschool education, these are relationships with parents, teachers and peers in play activities. For school education, this is a detailed structure of joint educational activity in elementary school, joint cognitive activity in secondary school, quasi-research joint activity in high school and cognitive professionally oriented joint activity of students (V. Rubtsov, 1986, A. Tyukov, 1988). This means that joint activity in education will become a form of mastering the universal ways of human activity. From the very beginning of mastering joint activities in the "training" conditions of collective interaction, "students" will model the collective interactions of people in solving this particular subject class of tasks and problems.
We have identified five criteria for evaluating the effectiveness of the activities of educational institutions as criteria for identifying the processes and structures of the system of pedagogical cooperation. All these criteria were developed in the context of the need to comply with the Basic Law of Human Education. We developed the next group of criteria in the context of observing the second law of education, which characterizes the features and periodization of an ontogenetic person.
The second group of criteria for evaluating the performance of education systems is criteria for normal development. These criteria are developed and defined by pedology and acmeology as parts of developmental psychology. Only a researcher armed with modern means of diagnosing the level of development, readiness for education at various levels, developmental deviations, both ahead of it and lagging behind, developmental anomalies can provide reliable knowledge for school assessments according to the second group of criteria. The idea of a systematic analysis of the development of the personality, consciousness and activity of the child was expressed in psychology already in the 20s of our century. But the problem of diagnosing development remains relevant today both in terms of defining subject boundaries and in terms of tools for assessing development criteria. The thing is that in psychology there is no sufficiently conceptually and instrumentally developed theory of development, there is no position in the psychological community in any way defined in relation to the essence of developmental crises. Despite the diversity of individual points of view and the concepts expressed, at present, three really different methodological approaches can be distinguished, each of which has an ontological status.
Firstly, the approach according to which human development, although special, is the continuation of the improvement of the psyche as an organ for the adaptation of biological organisms to environmental changes. This approach was most consistently formulated by S. Severtsov (1934). The qualitative difference between the ontogenetic development of man and that of animals lies in the sources of perfection of organs. For a person, the source of development is a set of culturally fixed tools, means and methods of adaptation, development which implies the existence of the psyche in the form of consciousness (A.Leontiev, 1948). Thus, for human development within the framework of this approach, development becomes the main concept.
Secondly, the approach most consistently presented in modern humanistic psychology (C. Rogers 1969). This approach emphasizes the internal source of development - the basic need for self-actualization that initially exists in a person. Development is seen as progress" in the realization of the potentially infinite possibilities of a person given to him at birth. According to this approach, society becomes a greater or lesser “facilitator” of this progress, unless, of course, it becomes an obstacle.
Thirdly, over the past decades, an approach has been taking shape, according to which human development is considered as a social or individual event history. The appearance of this approach marks a change in the paradigm of all psychology, and therefore the approach, declared back in the 1920s by the “cultural-historical theory” (L. Vygotsky, A. Luria, 1927), is only now building its ontological foundations with great difficulty and forming a corpus of concepts. (V. Slobodchikov, 1992, A. Tyukov, 1993). The main difficulty in implementing this approach is the need to revise the entire conceptual and methodological apparatus of psychology without exception.
Indeed, we will give an example with our own direction of implementing this approach. If personal development is development deeds and their acquisition of ever greater freedom, independence and responsibility, then one has to give up both the idea of personality traits - traits, and profile methods of personality research. When adopting this approach, it is possible to diagnose the levels of personality development only through measuring the degrees of freedom, independence, responsibility and their relationship to each other. None of this modern psychology can do. All the same applies to the dimensions of the development of consciousness and the development of activity. In fact, when and where did the experimental psychology of thinking measure dialogue thinking!?
We give here a short discussion of psychological approaches to solving the problems of development and its periodization in order to show the objective complexity of the problem of criteria for evaluating development. Each psychologist will propose those criteria for evaluating the effectiveness of the activities of an educational institution that ensures the normal development of the child, which are indicators of development within the framework of the approach implemented by this psychologist. The situation is largely paradoxical: "how many psychologists, so many criteria." Undoubtedly, so, but the main thing for our reasoning in the context of the observance of the second law of education is the conclusion that a professional psychologist should develop evaluation criteria and measure the characteristics of children's development and be in an external position in relation to this particular educational institution. Psychologist writing the history of the development of the child, the history of his mental health, should not be included in the system of direct pedagogical influence on students. The second law of education forces us to look at development from the point of view of the natural component of education and develop an external assessment of the performance of a particular pedagogical system. The inefficiency of the majority of currently used indicators of development is determined, first of all, by the mistake of mixing the artificial and natural components of education.
As for our proposals on development indicators, they are obvious if we turn to our concept of development. The essence of development criteria can be expressed in the requirement to ensure the normal and full development of a person at all stages of his education. If the educational system does not provide this, it should be recognized as ineffective. The degree of efficiency is determined by the criteria:
¾ pedagogical neglect in the development of personality, consciousness and abilities at each stage of development and during the transition from one level of education to another;
¾ disharmony (permissible and pathogenic) in the development of independence, responsibility and freedom as basic properties that determine the nature of actions;
¾ degree and intensity of development of thinking, memory and perception;
¾ breadth and diversity of abilities (mastered ways of human life).
The proposed criteria put on the agenda for modern psychologists the problem of developing technological, compact and valid techniques for the psychological measurement of developmental phenomena.
In the first part of this section, giving a scientific justification for the definition of criteria, we argued about the naturalistic mistake often reproduced in the minds of politicians of mixing the artificial and natural components of the education system. The main reason for this mistake, in our opinion, is the understandable but unforgivable ignorance of the majority of statesmen, and especially representatives of the education sector, in the problems of modern cultural studies and sociology. To correct this error, we formulate the third law of education, which reflects the features of the existence of education as a special sphere in the system of social reproduction.
The law of spheral organization of education systems determines the position of education in the system of modern social reproduction of activity and transmission of culture. Society, according to modern macrosociology and cultural studies, is a set of interactions and relationships that are quite autonomous according to the criteria for the development and functioning of 15 public professional areas of activity. Currently, the following areas can be distinguished: politics, religion, philosophy, art, science, education, health care, physical education and sports, technology, design, commerce, finance, law, army, material production.
The spheres differ from each other by the content of the main processes of activity in a controlled system (O.I. Genisaretsky, 1974). In addition, the formation in its specificity of a particular sphere depends on the specific composition of representatives of other spheres in the control system of each sphere (A.A. Tyukov, 1980). It is this cooperation of representatives of other spheres that makes it possible to carry out the entire system of control actions on the system of controlled activity in order to develop the sphere of activity as a whole. Thus, each sphere of society develops autonomously, but always subject to the functioning of all other spheres of the social whole - civilization (see: Fig. 3.)
All 15 spheres are necessary for the normal and full-fledged existence of mankind. Different cultural and historical types of civilizations differ from each other only in the specific features of the interaction of spheres with each other and with culture, that is, the implementation of the four main functions of culture: cultural design social phenomena storage designed samples, protection cultural heritage from barbarians and misanthropes, broadcasts examples of culture for new generations. The implementation of these functions takes place in a special space and time, different from the immediacy of social life (A. Zinoviev, 1978).
As we have already noted, each area is specified by the type of professional activity of the controlled system. For science, it is research; for medicine (health care) it is prevention and therapy; for philosophy it is the construction of metaphysics, i.e. philosophizing as such; for the army, this is the protection of borders, the implementation of the protection of statehood; for politics, it is a political struggle for power and possession of the state system for managing social development. For education, this is actually the education of a person in the unity of three processes: upbringing, training and the formation of consciousness (spiritual) (A.A. Tyukov, 1992).
Each sphere is built as an interaction of the managed and managing systems. That is, "a socio-technical system of activity. For example, representatives of medicine, science, philosophy, design, and law work in the field of education. Thus, complex cooperation of representatives of various fields is built. This cooperation is aimed at managing the development of the specific area where the cooperators work. If such cooperation has been built, it means that the sphere has been formed, if there is no such connection, then the sphere has not been formed yet.
The life of mankind and man does not exist outside of social relations aimed at the cultural design of all social innovations that arise in certain areas, the storage of already formed samples of culture, their protection, and, finally, the transfer of all the wealth of human culture to new generations of people.
The idea of education as a public sphere of activity, divided into two main parts of the sociotechnical system, is presented in the diagram (A.A.Tyukov, 1980). All positions of the control system of activity are ensuring the implementation of the main processes, and the processes of education become a social form of human development.
So, a person does not live outside of society. One way or another, he is included in the functioning and development of the spheres. From birth, a person enters the sphere of education and in it, in an organized manner, masters all the richness of human culture. Having reached maturity and determined professionally, a person enters one or another sphere to a specific place in the system of professional activity, or as a representative of one sphere in the system of management support for the functioning of another (A.A. Tyukov, 1990).
Even the most general understanding of the law of spheral organization of the education system determines the requirement for the organizational integrity of control structures and their focus on ensuring the implementation of the main processes of educational activities in specific education systems.
Following the third law of education requires the allocation as a special group of general social criteria for cultural conformity and criteria for managing the education system in evaluating the performance of specific educational institutions.
Only representatives of all other spheres united within the framework of a single state governing body will be able to ensure the full development of the entire system of continuous education, and hence human development. Moreover, following this law requires a radical restructuring of the entire structure of the management system in the field of education, highlighting the formation of truly university education in the country as a system-forming factor in the development of the entire sphere as a whole as a leading guide. Modern universities are unique social institutions that unite representatives of all professional fields in their faculties and departments, who directly in the system of higher general and professional education form real carriers of nuclear processes: politicians, scientists, philosophers, etc. In order to build a truly university higher education, which can only satisfy the criterion of cultural conformity and the criterion of managing the development of a sphere (in particular, the sphere of education), it is necessary at the level of federal government to determine a system of state requirements for the level and quality of higher professional education.
Every hour a great act of reproduction of human existence and activity takes place in the world, and this act is carried out in the processes of education. But every time these processes take place in specific conditions, with the participation of specific people, and not only the direct subjects of pedagogical activity, but also a large number of people who provide this activity. Education is the most important public matter, and if it does not occur systematically and fully, or occurs with errors, then the processes of reproduction of human life begin to collapse and the consequences of these destructions can be catastrophic.
From the point of view of performing the functions of transmitting culture and reproducing the activities of mankind, the sphere of education is the main and leading one, since it is in this sphere that the restoration and actualization of historical experience in the forms of living human ability takes place, which in culture "rests in the forms of objective otherness." In order for the sphere of education to be able to fulfill its functions fully, people who themselves are at the highest levels of their development and education must work in it as subjects of pedagogical activity (and, of course, andragogic). First of all, we are talking about the quality and level of education - we are talking about the level of pedagogical skills.
The requirement of higher education for persons engaged in pedagogical activities and persons providing management of the functioning and development of education systems is necessary, since only professionals with higher education can fully transfer the wealth of human culture to new generations. Moreover, it does not matter at what level of education this activity is carried out - in a nursery, where care is taken for the early development of the child, or at a university where higher professional skills are formed.
Accordingly, in order to ensure full-fledged and continuous education at all levels of education, teachers of high professional qualifications should operate in each educational institution. Thus, we can talk about the need to introduce criteria for the qualification level of teachers specific educational institution as a criterion for evaluating the effectiveness of the school. Both formal (qualification certificates) and informal (independent expert assessments and ratings) become indicators of the level of qualification.
Summing up the results of the analysis of the processes of human education, the functioning of education systems and the criteria for evaluating the effectiveness of school activities proposed on the basis of this analysis, we present a summary list of generalized criteria for evaluating the effectiveness of educational institutions of all types and types.
Concluding this section of our developments, we argue that certain criteria for evaluating the effectiveness of educational institutions can be used as the basis for conducting psychological and pedagogical monitoring. However, at present, pedagogical monitoring is faced with the problem of clarifying the indicators of psychological and pedagogical measurements at each stage of education and organizing assessment tools.
As a result, we present a summary table of criteria and indicators for evaluating the effectiveness of educational institutions. Undoubtedly, at each stage, evaluation indicators can acquire specific characteristics, determined by age norms and age-specific features of the formation of human qualities at each stage of education.
Table 2 shows generalized criteria and indicators for evaluating the activities of educational institutions, regardless of the specifics of their activities.
1The article describes the elements of the quality of educational services that affect the assessment of the activities of the university. The concept of education quality as the basis of quality management, which is a university management method focused on the relationship between consumers and the educational institution itself, is disclosed. The use of different approaches allows the most complete analysis of the level of compliance of higher education with established standards. In this case, much attention is paid to quality criteria, which should be considered as a whole. Their diversity is reflected in the ongoing monitoring of the activities of universities. In the last two years, monitoring has been one of the methods for evaluating the effectiveness of the university, which allows you to get the most complete objective results of the activities of the educational institution.
quality management
the quality of education
criteria for assessing the quality of education
quality of educational services
monitoring the activities of universities
development of higher education
assessment of the effectiveness of universities
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In the context of increasingly developing competition among higher education institutions and increasing requirements for transparency and information openness of their activities, the need for university assessment has increased. The most important component of the assessment of the activities of universities is the assessment of the quality of education. In Article 11 of the UNESCO World Declaration on Higher Education, the quality of higher education is a multidimensional concept that should include all its functions and all activities: teaching and learning programs, research by scientists and graduate students, staff, students, buildings, faculties, equipment, provision of services to society and academic environment.
According to the ISO standards (ISO) of the 9001-2011 series, quality should be understood as the degree of compliance of the properties of an object (product, service, process) with certain requirements (norms, standards). That is, the quality of higher education is a balanced correspondence of the main elements of higher education to such criteria as goals, objectives, requirements, norms and standards. It should be noted that a multilateral approach is taken into account in determining the quality of higher education. This provision lies in the fact that certain goals are set for higher education, both external and internal. Higher education must meet established standards and norms. To obtain a quality education, the quality of the requirements themselves must be ensured, which include goals, standards, norms and the necessary quality resources, namely educational programs, human resources, enrollment, logistics, finance, etc. . Subject to the above aspects of quality, an important role is played by the quality of educational processes, which is represented by scientific and educational activities, management, educational technologies that directly implement the training of specialists. An important element of the quality of education can also be called the quality of the results of the activities of the university, expressed in the results of student learning, employment of graduates, etc. The relationship of all aspects of the quality of higher education is shown in the figure.
Quality of higher education
Thus, all elements of the quality of higher education are quite important and should be considered together. At the same time, the basis of the quality of educational activities will be the standards of higher professional education, the quality of the organization of the learning process; the quality of the teaching staff of the university, the quality of the methodological support of the educational process, as well as the quality of the subjects of education. But with all the variety of elements, the basis of the quality of educational activities is the results of the university. At the same time, depending on the end consumer, the result of the educational activities of the university can be considered the provided educational services, if the consumer is a student, a student of the advanced training system, etc., or graduates, if the consumer is an employer, namely an enterprise, organization, including and the university itself, the state or society.
Criteria for assessing quality play an important role in determining the quality of educational services. The criterion of the quality of education is understood as a sign on the basis of which the quality of educational achievements of students and the quality of the educational process are assessed. Based on the purpose of the functioning of an educational institution, criteria for assessing the quality of education are determined, their number should be sufficient to assess the most significant parameters, since a comprehensive assessment is possible only in the relationship of accepted criteria.
The UNESCO policy document entitled "Reform and Development of Higher Education" (1995) defines three criteria for the quality of educational activities:
a) the quality of personnel, which is determined by the degree of academic qualification of teachers and researchers of universities. The quality of staff and the quality of educational programs in combination with the process of teaching and research, subject to the condition of their compliance with public demand, determine the academic quality of the content of training;
b) the quality of student training - subject to the diversification of educational programs, overcoming the multifaceted gap that exists between secondary and higher education, and increasing the role of mechanisms for educational and vocational guidance and motivation of young people;
c) the quality of the infrastructure and the "physical learning environment" of higher education institutions, covering the "whole set of conditions" of their functioning, including computer networks and modern libraries, which can be ensured through adequate funding.
The European Center for Higher Education UNESCO refers to the criteria for assessing the quality of education:
Institutional mission and goals of the educational institution;
Parameters of the educational model;
Certain standards of a given program or discipline.
There are four main aspects of assessing the quality of education, which complement each other:
Guaranteed fulfillment of basic standards and standards;
Achieving the set goals at different stages of training (at the entrance, in the process and at the exit);
The ability to meet the demand and expectations of consumers of educational services and interested participants in the educational market;
Striving to improve learning.
Criteria for assessing the quality of educational services formed the basis for monitoring the activities of universities.
Monitoring of education is a systematic and regular procedure for collecting data on important educational aspects at the national, regional and local levels. Standard setting and operationalization, data collection and evaluation are part of the education quality monitoring system.
The purpose of monitoring is the formation of analytical and statistical materials for subsequent decision-making on a group of inefficient educational institutions of higher education and branches.
The main task of monitoring is the continuous interpretation of data and informing about the output of certain parameters beyond the permissible limits.
The main tasks to be solved in the course of monitoring the development of the higher education system are as follows:
1. Identification of a set of indicators that provide a general idea of the state of the education system, of qualitative and quantitative changes in it.
2. Systematization of information about the state and development of the education system.
3. Providing constant and visual information about the processes taking place in the education system.
4. Information support for the analysis and forecasting of the state and development of the education system, development of managerial decisions.
The objects of monitoring can be:
Vocational and educational process;
Academic performance of students;
Educational and educational and professional activities of trainees;
Development of the student's personality;
Formation of the study group;
Professional activity of the teacher;
Professional development of the teacher.
Thus, we can say that monitoring is a kind of assessment of the effectiveness of the university.
The first monitoring in 2012 was carried out only among state universities. In 2013, performance monitoring was carried out among all higher education institutions, including non-state ones. In 2013, the monitoring took place taking into account the specifics of the activities of higher educational institutions. That is, all universities were divided into 6 areas of training: military, medical, agricultural, creative, sports and transport. In 2013, the indicator of employment of graduates was also taken into account, which was not observed in 2012.
During the monitoring in 2013, the following criteria were considered.
1. Educational activities, while taking into account the average USE score of applicants entering the first year.
2. Research activities. This takes into account the volume of work performed per one scientific and pedagogical worker in rubles. At the same time, teachers and students should be engaged in research activities.
3. Financial and economic activity. It is determined what the university has in financial terms, how much money it can spend: on the provision of the educational process, on the purchase of material and technical means, etc.
4. Infrastructure, that is, the provision of premises, laboratory and technical base, computer base, which are either owned or in operational management.
5. The share of candidates, doctors of sciences in the number of employees of the teaching staff who conduct classes.
6. The given contingent of students.
7. The specifics of the educational institution.
The result of monitoring is especially important for branches. If a branch is recognized as inefficient, then it can be closed, since the Ministry of Education will not allocate budgetary places for student education, will not allocate subsidies for educational activities. Universities are not closed, but attached to others recognized as effective.
Therefore, in the future, the evaluation of the effectiveness of the university should be carried out with a more thorough set of quality assessment criteria. The development of performance indicators for Russian universities is especially important for the scientific and pedagogical community. And their improvement will provide more incentives for the progressive development of Russian higher education.
A more thorough definition and deployment of a system of criteria for evaluating the effectiveness of universities will take at least three more years. But already in the monitoring of 2014, special attention should be paid to the development of external evaluation of universities and the introduction of a unified form of public reporting.
Summing up, we note that the criteria for assessing the quality of educational services perfectly complement all currently existing methods for assessing the effectiveness of universities. Ultimately, the use of several methods for evaluating the same object will provide the most objective results.
Reviewers:
Garusova LN, Doctor of History, Professor of the Department of International Business and Finance, Vladivostok State University of Economics and Service, Vladivostok;
Shestak O.I., Doctor of Economics, Associate Professor of the Department of Economics and Management, Vladivostok State University of Economics and Service, Vladivostok.
The work was received by the editors on December 28, 2014.
Bibliographic link
Chernaya Yu.A. ASSESSMENT OF THE EFFICIENCY OF THE HIGHER EDUCATIONAL SERVICES IN CONNECTION WITH THE INTRODUCTION OF CRITERIA FOR ASSESSING THE QUALITY OF EDUCATIONAL SERVICES // Fundamental Research. - 2014. - No. 12-9. - S. 1999-2002;URL: http://fundamental-research.ru/ru/article/view?id=36478 (date of access: 12/17/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
MOSCOW, July 30 - RIA Novosti. The Ministry of Education and Science of the Russian Federation has developed a list of criteria by which the activities of higher educational institutions will be evaluated and decisions made on the reduction and merger of universities; The Russian Union of Rectors (RCR) proposes to clarify and supplement them.
President Vladimir Putin has previously stated that by the end of 2012 it is necessary to identify inefficient state universities, as well as to develop and approve a program of reorganization of universities by May 2013. He believes that there are educational institutions in the country that provide students with poor quality education.
Minister of Education and Science Dmitry Livanov also noted that in the next three years state universities will have to be reduced by 20%, and their branches - by 30%.
"The purpose of assessing the performance of higher education institutions is to increase the efficiency of their activities aimed at improving the educational process, expanding integration with scientific activities, developing international cooperation between universities and foreign partners, and expanding the competitiveness of Russian higher education institutions," the document of the Ministry of Education and Science of the Russian Federation states. signed by Deputy Minister Alexander Klimov.
The department proposes to evaluate the effectiveness of universities in four areas.
The first direction is educational activity; it will take into account, among other things, the average USE score of enrolled students, the number of graduates receiving scholarships from the President and the Government of the Russian Federation, and the proportion of graduates who are employed within one year after graduation.
The second is research activity; among other criteria, the share of expenditures on research and development (R&D) from the total expenses of the university, as well as income, will be taken into account.
The third is international activity; here, among other things, the share of foreign students in the total number of students will be taken into account, except for citizens of the CIS, the Baltic States, Georgia, Abkhazia and South Ossetia, as well as the number of students in postgraduate vocational education programs who have completed internships at foreign universities.
The fourth is financial and economic activity, where among the criteria are taken into account the income of the university from all sources per employee and the ratio of the average monthly salary of scientific and pedagogical workers to the average salary in the economy in the region.
"The results of assessing the effectiveness of the activities of higher education institutions, carried out in accordance with these criteria, are taken into account by the Russian Ministry of Education and Science, the founders of universities when making decisions on financing educational institutions, forming a state assignment, optimizing the network of universities," the document says.
UNIVERSITY OFFERS
The PCP has already sent its proposals to the Ministry to clarify the criteria.
"The reduction of the network and the unification of universities should take place, but we believe that this process should be organic, and not administrative-command. For example, a certain commission of employers, representatives of the region, the university community, authorities, civil society, could consider the issue of the liquidation or merger of universities that are unable to cope with the task or are unable to operate on the basis of a public-private partnership," Boris Derevyagin, head of the analytical service of the RSR, told RIA Novosti.
The Union of Rectors proposes to supplement each of the four ministerial criteria. In terms of evaluating the effectiveness of the educational activities of universities, introduce such items as the share of graduates-winners and nominees of international and Russian awards, as well as the share of employees in state institutions and organizations with state participation.
In the evaluation of research activities, the RSR proposes to add, in addition to many criteria for the number of citations of publications of students and university employees, such parameters as the number of patents and copyrights, the number of textbooks published under the stamp of the Ministry of Education and Science of the Russian Federation in Russian and foreign languages, the number of applications submitted by employees and university students on grants from the Russian Foundation for Basic Research (RFBR), the President of the Russian Federation, non-profit non-state foundations.
The RSR proposes to supplement the list of criteria for international activity, including such parameters as the proportion of university employees who have an honorary title awarded by a foreign educational institution and the number of employees who have diplomas from a foreign university. According to the Union of Rectors, this section as a whole needs to be expanded to include an assessment of the level of university ties with business, science, schools, colleges and regions. International activity is only one of the aspects of the activity of the university in the formation of both its socio-economic stability and the stability of the industry, the region, the head of the RSR analytical service noted.
As for financial and economic activity, according to Derevyagin, the union of rectors considers this direction of evaluation superfluous and believes that its criteria can be divided into other sections.
“It seems to us fundamentally important criteria for the increase in the volume of extra-budgetary income and income from the introduction of scientific developments per teacher and student at a rate not lower than inflation. Also, a smooth increase in the number of citations in Russian and foreign scientific journals at a rate not lower than global rates per teacher and student. We made quite constructive proposals that are easy to take into account," the head of the analytical service of the PCP believes.
responsibility for the correct calculation and withdrawal of VAT both to the regional and federal budgets of the Russian Federation.
List of used literature:
1. Budget Code of the Russian Federation of July 31, 1998 N 145-FZ (as amended on December 28, 2013, as amended on February 3, 2014) (as amended and supplemented, effective from January 1, 2014) // Collection Russian legislation. 08/03/1998. N 31. Art. 3823.
2. Levina V.V. Evaluation of the effectiveness of the distribution of interbudgetary transfers at the regional level. Finance No. 2, 2015, p.14-20.
3. Fiscal policy in countries with economies in transition / ed. Vito Tanzi. Washington: IMF. -1993. -414s.
4. Sirinov N.A. local finance. M.: GIZ, 1926. -216s.
5. Polyakov A.A., Turgaeva A.A. Sources of formation of local budgets. Collection of articles of the International Scientific and Practical Conference "Actual Problems and Prospects for the Development of the Economy and Finance of Modern Russia" - 2015 - p. 99-102
6. Turgaeva A.A. Balancing the budgets of regional finances. Collection of articles of the International scientific-practical conference "New tasks of the economy and ways to solve them" Ufa: Aeterna Publishing House, 2014.- P. 285-287
© Kunets A.A., Khalidshaev A.M., Turgaeva A.A., 2016
Levashov Evgeny Nikolaevich
Senior Lecturer, Cherepovets State University
Cherepovets, RF E-mail: [email protected]
CRITERIA FOR ASSESSING THE PERFORMANCE OF HIGHER EDUCATION INSTITUTIONS IN RUSSIA
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In the article, the author considers the criteria for evaluating the effectiveness of Russian universities. The characteristics of the monitoring of the effectiveness of the activities of universities, carried out by the Ministry of Education and Science of the Russian Federation, are given. Criteria for evaluating the effectiveness of universities are analyzed in detail, their shortcomings are identified, and problems in the monitoring methodology are identified.
Keywords
Monitoring the effectiveness of universities, efficiency criterion, university, higher education.
The most important task of the state is the priority attention to education. The quality of human capital and the competitiveness of the country's economy as a whole depend on the development of the higher education system in the country. In the 2000s, there was a significant increase in the number of universities in Russia, mainly due to the non-state sector. This led to a decrease in the quality of training for university graduates and, to some extent, to the devaluation of a higher education diploma. In this regard, the Ministry of Education and Science of the Russian Federation took measures to assess the effectiveness of universities and reorganize inefficient educational institutions. Another motive for such an assessment was the so-called “May Decrees of the President of the Russian Federation”. Decree of the President of the Russian Federation of May 7, 2012 No. 599 “On measures to implement state policy in the field of education and science” required “by the end of December 2012 to monitor the activities of state educational institutions in order to assess the effectiveness of their work, reorganize inefficient state
INTERNATIONAL SCIENTIFIC JOURNAL "SYMBOL OF SCIENCE" №2/2016 ISSN 2410-700X_
educational institutions, providing during the reorganization of such institutions to ensure the right of students to complete their studies in other state educational institutions.
During the first monitoring of the performance of universities in 2012, the following performance criteria were identified:
1. Educational activities: the average USE score of students admitted based on the results of the USE for full-time study in bachelor and specialist training programs.
2. Research activities: the volume of R&D per one scientific and pedagogical worker.
3. International activity: the share of the number of foreign students who have completed their higher education program in the total graduation of students.
4. Financial and economic activity: university income from all sources per one scientific and pedagogical worker.
5. Infrastructure: the total area of educational and laboratory buildings per student (reduced contingent) available to the university on the right of ownership and operational management.
To evaluate university branches, in addition to these five indicators, three more criteria were applied:
1. The given contingent of students.
2. The share of candidates and doctors of sciences in the number of employees of the teaching staff (excluding part-time workers and those working under civil law contracts).
3. The share of employees of the teaching staff without part-time jobs and working under civil law contracts in the total number of teaching staff.
The university belonged to the group of effective ones in the fulfillment of any two or more indicators, the branch in the achievement of any four or more criteria.
A distinctive feature of this monitoring was that only state universities were required to participate in it, although the greatest problems in the quality of training of graduates were in the private sector of higher education.
During the next monitoring, the indicator of employment of university graduates was introduced, the efficiency criterion characterizing international activity was changed (the number of foreign students in the total number of students was estimated), groups of universities with specific activities were identified, and an additional efficiency criterion was introduced for them. In addition, non-state universities were required to participate in this monitoring.
In monitoring the performance of universities in 2014, an additional criterion was introduced for universities without activity specifics: the number of employees from among the teaching staff (reduced to the share of the rate) with candidate and doctoral degrees, per 100 students. In addition, the threshold values of performance criteria took into account regional specifics and were set uniform for universities and branches. To be classified as efficient, a university had to meet four or more performance criteria.
The last monitoring was carried out in 2015. Some changes have also taken place in the performance criteria: the exclusion of the criterion characterizing the infrastructure, the introduction of a criterion reflecting the average salary of the teaching staff, a change in the methodology for calculating the efficiency criterion characterizing the employment of graduates.
Let us consider the criteria for evaluating the effectiveness of universities in more detail. The average USE score largely characterizes the prestige of the future specialty (field of study). Especially during the first monitoring, the majority of agricultural, pedagogical and cultural universities were among the universities with signs of inefficiency. The salaries of graduates of these universities, as a rule, are small, so applicants with low USE scores go there, although these universities are very important from a social point of view. The USE is more of an indicator of the work of the school, but on its basis the effectiveness of the educational activities of the university is assessed. This criterion is more objectively applied differentially by groups of universities.
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The volume of R&D per one scientific and pedagogical worker. The indicator of scientific activity must be taken into account when evaluating the effectiveness of the university. But it seems that it is not entirely objective to measure science by costs in rubles. There are many criteria that characterize scientific activity. For example, the citation index, the Hirsch index, the number of patents, inventions, publications in journals included in the list of HAC, RSCI, the number of candidate and doctoral dissertations defended by university professors during the reporting period. These indicators are easy to quantify, and they more characterize the effectiveness of the scientific activity of the university.
International activity is determined by the number of foreign students. This performance criterion is not suitable for regional universities. It is unlikely that there will be a foreign student who wants to study in a provincial non-state (and, probably, state) university. In addition, for example, pedagogical universities train personnel directly for the national education system, and it is very problematic to apply this criterion to them. And it is difficult to imagine how an increase in the number of foreign students can improve the efficiency of the university.
Infrastructure. In connection with the development of e-learning, distance technologies in education, this criterion is very controversial. Moreover, the educational standards of higher education contain requirements for the presence of an electronic library system and an electronic information and educational environment in a university. As a result, this performance criterion was excluded from the last monitoring.
University income from all sources per one scientific and pedagogical worker. The main task of the teacher is to conduct training sessions, transfer knowledge, skills and abilities to students. Based on this criterion, the teacher must earn money and bring income to the university. With this approach, the quality of education can only decrease.
Employment. The criterion of employment and success of graduates in the labor market is a key one in assessing the activities of the university. It is he who determines the quality of training of university graduates. But it must be taken into account that there are more successful regions, and there are less developed ones. In less developed regions, no matter how well the university works, its employment rate will be low, which is associated with the general economic situation in it. It is necessary to take into account the importance of the university for the socio-economic development of the region. If the university is reorganized, the staffing situation in the region can only worsen.
The salary of the teaching staff. This criterion, of course, is important, but to a greater extent characterizes the financial and economic activities of the university, and not the quality of graduate training. The "May Decrees of the President of the Russian Federation" require by 2018 to bring the average salary of university teachers to 200% of the average salary in the region. This requirement was the basis of this efficiency criterion.
The number of employees from among the teaching staff (reduced to the share of the rate) with Ph.D. and doctoral degrees, per 100 students. This criterion characterizes the quality of the teaching staff, the human resources potential of the university. The criterion characterizing the teaching staff of the university should be included in the list of performance indicators. But the educational standards of higher education contain the following requirement for the teaching staff: the share of scientific and pedagogical workers with academic degrees and (or) academic titles is at least 50-70 percent (depending on the direction of training and specialty) in the total number of scientific - teaching staff. It turns out that this efficiency criterion does not meet the requirements of the educational standard. It may happen that a university that fulfills the requirements of an educational standard cannot reach the threshold value for this criterion. In addition, such a criterion may limit the recruitment of young teachers and graduate students who do not yet have a degree.
Monitoring the effectiveness of universities should be carried out by groups of universities. In part, this is implemented as an additional indicator for universities with specific activities, but nothing more. Pedagogical universities were not singled out as a separate group.
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It is absolutely fair to demand the same educational results from public and private universities. But monitoring evaluates financial and economic results. State universities receive budgetary funding, they are allocated state-funded places, funds for scientific research. Non-state universities do not receive such funding, and the availability of state-funded places also affects the average USE score. At the same time, the threshold values for these criteria are the same for both public and private universities.
If the results of monitoring are used to make decisions on the reorganization and merger of universities, then the performance criteria should be linked to the indicators of accreditation of universities. Otherwise, it turns out that a university that has passed state accreditation, and therefore provides quality educational services, turns out to be inefficient (having signs of inefficiency). If there is no such relationship, then it is necessary to refrain from making decisions on the reorganization and merger of universities based on the results of monitoring.
In conclusion, I would like to emphasize that the development of criteria for evaluating the effectiveness of Russian universities is extremely important for the scientific and pedagogical community, and their improvement would give rise to more incentives for the progressive development of universities. List of used literature:
1. Decree of the President of the Russian Federation of May 7, 2012 No. 599 "On measures to implement state policy in the field of education and science."
2. Vinokurov M.A. Monitoring the effectiveness of Russian universities: improving the methodology // Proceedings of the Irkutsk State Economic Academy. - 2013. - No. 6. - p. 5-11.
3. Ilyinsky I.M. On the efficiency of university monitoring // Knowledge. Understanding. Skill. - 2013. - No. 2. - p. 3-9.
© Levashov E.N., 2016
UDC 331.101.68
ON THE. Logunov
Doctor of Economics, Dean of the Faculty of Technology, Professor of the Department of Enterprise Economics, Kerch State Marine Technological University
Nosenko Elizaveta Igorevna Undergraduate Kerch State Marine Technological University Kerch, Russian Federation 8iro1shs2kaua [email protected] shai.Hz
PERFORMANCE ANALYSIS AND USE EFFICIENCY
PERSONNEL OF THE ENTERPRISE
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The article substantiates the importance of assessing the effectiveness of the work of employees to improve the performance of the enterprise; the main methods of analysis of labor productivity are given and the factors of its growth are established. On the example of a real enterprise, the application of the method of factor analysis of the average annual output of employees is shown; sources of increase
