Problems of methodology, practice and evaluation of education quality
The article presents the results obtained in the course of theoretical analysis, the purpose of which was a systematic consideration of the concept of «quality of education», which allows to reveal modern problems of methodology, practice and its evaluation. The analysis of the results presented in numerous studies of domestic and foreign authors in the context of this topic has allowed us to identify unresolved methodological problems that remain relevant to the present time, which negatively affect the practice of assessing the quality of modern education: 1) the unresolved issue of equating education to a service; 2) the definition of the consumer; 3) the influence of specialists who carry out their professional activities in the education system on its quality; 4) the multidimensional nature of educational processes that do not always allow us to determine the results in quantitative measurements; 5) the complexity of measuring the technologies used in the educational process due to the delay of the result and its personal nature. The results of the study allowed us to conclude that the current theory and practice of determining the quality of education, which incorporates domestic and foreign experience, demonstrates the effectiveness only in particular cases of non-system intra-University reforms. However, along with the existing positive effect, the required qualitative changes can be successfully implemented only with the active participation of a specific professional group of specialists who are effectively familiar with the methods of management and personnel consulting, which will allow complex and systematic reforms that contribute to the achievements of the University in improving the quality of higher education. Targeted training of such consultants is a national task and at the same time an effective technology in the context of competition in education.