COMPLEMENTARITY OF EXTERNAL AND INTERNAL INDICATORS AS THE BASIS OF ASSESSMENT OF THE QUALITY OF EDUCATION IN HIGHER SCHOOL
The article is devoted to the study of indicators of education quality. In the scientific community there are discussions on these problems and attempts to formulate a single, universal criterion for quality education. These criteria are necessary for the assessment, comparison of universities in global educational space. The solution of the problem is complicated by the presence of different concepts of quality education, which are formed under the influence of socio-cultural and educational traditions, expectations, characteristics of political systems, etc. The attempts are made by drafters of the international rankings of universities (for example, The Academic Ranking of World Universities, QS World University Rankings, Times Higher Education World University Rankings and the like) to consider and to overcome these factors. The idea of competition as a feature of a market economy is applied to the sphere of higher education. Universities seeking to confirm the quality of educational services, to attract students and their parents, to raise their own financial stability are actively involved in competition. The simplest and most effective way to track competitive advantage is to use the ratings where the quality of education is often understood as compliance with regulatory requirements, procedures, quantitative indicators, standards, i.e. some external criteria. We believe that for deeper, accurate assessment of the quality of higher education internal indicators must be used as well. Interior features of the real figures reflect the corporate culture of the university, the level of solidarity participants in the educational process of their common goals and values, taking into account the interests of each group of internal stakeholders, the possibility of personal and professional growth of each of them.