Abstract

The article presents the different approaches to the definition of «quality of higher education». Particular attention is paid to the analysis of quality guarantee system of higher education in the Bologna process. We consider the agreed at the European level, in accordance with the requirements of the Bologna Declaration standards and procedures for assessing the quality of higher education. The term «quality» is multidimensional in nature depending on the object and the industry in question. As for higher education, it has different meanings depending on: – The requirements of parties interested in the activities of institutions: government, employers, students, faculty members; – The quality of the academic sector, which should be evaluated; – From the historical period in the development of higher education. That is why the concept of «quality of higher education» has various interpretations. The project UNESCO­CEPES «Strategic indicators of higher education in the XXI century» are the following basic approaches to the determination of the quality of higher education: • Quality of higher education as supremacy ; • Quality as compliance with stated objectives ;1. Quality as customer satisfaction ; • Quality as a synonym for improvement. It should be noted that each of the approaches has its advantages and limitations, depending on the particular stage of development of higher education, national identity perception, requirements imposed labor market. At the same time, elements integrating different approaches to the definition of quality in higher education is guaranteed by the requirements of educational standards and implementation process of benchmarking; ability to set clear objectives in accordance with requirements of time and achieve them; ability to meet the requirements of customers and other stakeholders; constant movement to improve. The European Commission has proposed a «five steps to ensure the quality». They include: 1) establishment of all institutions of higher education internal quality assurance systems; 2) the emergence of independent accreditation agencies for quality assurance; 3) inclusion of national agencies in the European Register of accreditation agencies to ensure quality and to determine the conditions of registration; 4) the opportunity for higher education institutions to choose an agency from the register which meets their profile and needs; 5) adoption of evaluation agency official register as the basis for decisions on licensing and funding, including the right to grants for students. At the anniversary meeting of ministers responsible for higher education in the European countries participating in the Bologna Process, March 11, 2010 in Budapest have been declared the main principles of quality assurance systems of higher education: – Higher education institutions have the primary responsibility for quality in higher education; – All forms and quality assurance procedures must be focused on further improving the quality of education; – The diversity of approaches is welcome, if applicable principles common to all evaluation and quality assurance; – All participants in the educational process and especially the students take part in work of procedures and quality assurance; – Quality assurance agency independent. Thus, in terms of integration of national educational systems into Europe member countries of the Bologna process created a unified system of quality assurance and developed the only criteria for its evaluation. Thus they laid the basis for the formation and strengthening of the single European Higher Education, to enhance credibility. It is essential for enhancing academic mobility and increase employment of graduates of European universities.