Management of the quality of education at the university. Implementation of QMS in educational institutions of the Russian Federation - principles of construction. Inside the educational institution

An example does not teach anything until it is presented with the help of theory. Without knowledge of theory, copying a successfully operating company means causing trouble ... E. Deming About the seminar Purpose: Consideration of the basic concepts of creating a quality management system (QMS) in an educational institution (OU) Level: basic Audience: Directors of institutes, heads of structural divisions of TSU

The content of the seminar Section The relevance of the development of quality management in education. 1.2 Existing QMS models used in educational institutions(OU). 1.3 Quality management principles. Section Process approach to OS management. 2.2 Documenting the QMS in the OS. “… Quality is something that becomes deeply personal. It is a choice of a certain way of life, a way of interacting with others. This is not a river that you can wade through. This is the ocean. If you do not dive there and dive headlong yourself, then you have no way of persuading the entire organization to jump there. That's why quality starts from the top, from the leaders of the organization. "

The relevance of quality management in education 1. A real decline in the quality of training specialists in Russian educational institutions (EI) in the 80s and 90s of the twentieth century. 2. Organization of a comprehensive assessment of the educational institution's activities, including an assessment of the education quality assurance system. 3. Increased competition between op amps in the market educational services and the market labor resources... 4. Strengthening the requirements of consumers and stakeholders for educational services. 5. Russia's entry into the common European educational space (Bologna Declaration), which requires unification of processes for ensuring and guaranteeing the quality of educational services provided.

The main global trends in the field of quality management: Development of uniform criteria and standards for quality assurance in education in European countries in the framework of the Bologna process. Creation, development and harmonization of national accreditation systems educational programs European countries. Development and implementation of the QMS of educational institutions to ensure the quality of educational services. Transition from the external quality control procedures of the educational institution (based on national systems of attestation and accreditation) towards the internal self-assessment of the educational institution (based on the QMS models).

What is the QMS in the OS for? The most popular answers to the question: To improve quality and productivity To reduce costs To increase competitiveness To enhance economic stability To focus on consumers To improve the working climate To comply with laws For protection environment QUALITY MANAGEMENT SYSTEM

The most popular answers: For elementary order in the "work" of departments and in the interaction of structural departments (in terms of maintaining documentation, fulfilling mandatory requirements, organizing the work of services and departments, etc.). To eliminate barriers between structural divisions. For confidence in achieving your goals. To improve the efficiency and effectiveness of the educational institution. To improve customer satisfaction. To eliminate losses at the junctions of the "functional". What is the QMS in the OS for?

Quality is the degree to which inherent characteristics meet requirements, which are understood as a need or expectation, established, implied or obligatory. The quality of education is a combination of its properties, which determines the ability to meet the requirements of stakeholders. The educational process is a process that results in educational products. Educational products are products in the field of education. Basic concepts

Quality assurance is the factors, conditions and resources that enable the achievement of quality objectives. This is an educational and methodological environment, material base, staff abilities, preparedness and motivation of students, financial support, information services. The Bologna Process is a process of integration and harmonization of higher education systems in European countries, with the goal of building a European Higher Education Area, in which students and university professors will actively participate in academic mobility and receive quick and correct recognition of their professional qualifications. Basic concepts

The management system of the organization's activities is a system aimed at ensuring the compliance of the actions taken with the established plans of the organization. The quality management system is a set of elements for the development of the Policy and goals in the field of quality and the achievement of these goals [GOST R ISO 9000: 2001]. The quality management system is a tool that allows you to achieve the goals of the organization. The goal is an ideal, mental anticipation of the result of activity [Ozhegov's Dictionary]. Quality goals are goals that are being achieved or are being pursued [GOST R ISO 9000: 2001]. The scope of QMS certification in educational institutions is an educational service.

Existing QMS models in OS 1. QMS model in accordance with the requirements of the ISO 9000: 2000 series (GOST R ISO).

4. QMS Consumer Requirements Consumer Satisfaction 5. Management responsibility 6. Resource management 8. Measurement, analysis and improvement 5.1 (4.1; 4.2) 5.2 (4.3) 5.3 (4.1) 5.4 (4.1; 4.2) 5.5 (4.1 ) 5.6 (4.1) 7.1 (4.2; 4.9; 4.10) 7.2 (4.3) 7.3 (4.4) 7.4 (4.6) 7.5 (4.7; 4.8; 4.9; 4.10; 4.12; 4.15; 4.19) 7.6 (4.11) 6.1 (4.1) 6.2 (4.1; 4.18) 6.3 (4.1; 4.9) 6.4 (4.9) 8.1 (4.10; 4.17; 4.20) 8.2 (4.9; 4.10; 4.17; 4.20) 8.3 (4.13) 8.4 (4.14; 4.20) 8.5 (4.1; 4.14) 4.1 (4.2) (4.2; 4.5) (4.5) (4.16) Products INPUT Existing QMS models in OS

Designation Content ISO 9004 (GOST R ISO 9004) Quality management systems. Recommendations for improving the performance of ISO 9001 (GOST R ISO 9001) Quality management systems. Requirements Describes the main provisions of the QMS and establishes the terminology for the QMS Determines the requirements for the QMS for those cases where an organization needs to demonstrate its ability to provide products that meet customer requirements and the mandatory requirements set for it, and is aimed at increasing customer satisfaction Provides recommendations that are considered to be effective, and the effectiveness of the QMS. The purpose of this standard is to improve the performance of the organization, the satisfaction of customers and other interested parties. Contains guidelines on audit (verification) of QMS and environmental protection ISO 9000 (GOST R ISO 9000) Quality management systems. ISO Fundamentals and Vocabulary (GOST R ISO 19011) Guidelines for auditing quality and environmental management systems COMPOSITION, STRUCTURE AND CONTENT OF ISO 9000: 2000 SERIES STANDARDS

Adaptation of the requirements of ISO 9001: 2000 to the education of ISO 9001: 2000 “Quality management system. Requirements". 1.IWA 2: 2003 “Quality Management System. Guidelines for the Application of ISO 9001: 2000 in Education "; 2. GOST R ISO “Quality management systems. Guidelines for Application in Education ”.

5. Model European Foundation on quality management (EFQM) and its modifications for higher education. 6. Model of the Center for Research in Higher Education Policy (CHEPS), University of Twente (Netherlands). 7. Model of the Association of Universities of the Netherlands (VSNU). 8. Belgian-Dutch model (HBO Expert Group). 9.Model of the Baldrige National Quality Award in education. 10. Benchmarking Model for Australian Universities. Existing QMS models in OS

Choosing a QMS model in an OS All of the above QMS models are based on the basic principles of quality management, reflected in the standards of the ISO 9000: 2000 series. The organization itself chooses the QMS model. Model selection criterion: QMS should ensure the fulfillment of the set goals and the implementation of the selected MA Policy in the field of quality

Implementation of quality management principles in educational institutions 1. CUSTOMER ORIENTATION ISO 9000: LEADERSHIP LEADERSHIP 3. EMPLOYEE INVOLVEMENT 4. PROCESS APPROACH 5. SYSTEM APPROACH TO MANAGEMENT 6. CONTINUOUS IMPROVEMENT 7. DECISION MAKING EFFECTIVE

What gives the implementation of the principle: - to understand the current and future needs of Consumers; - to comply with the requirements of the Consumers; - to exceed the expectations of Consumers. Thus, increase his satisfaction! How to implement the principle: - Questionnaires or results of surveys of Consumers; - Indirect information (for example, acquisition / loss regular customers, market share). - Implementation of SES requirements in educational and methodological documentation. 1) Consumer Orientation

2. Leading role of management Leaders ensure the unity of strategy, goals and directions of the organization's activities To implement this principle, the management of the organization must: By their personal example demonstrate commitment to quality; Provide an atmosphere of trust; Initiate, recognize and encourage the contribution of people to the development of the quality management system; Maintain open and honest relationships; Take care of staff training; Provide people with the necessary resources and freedom of action within the framework of the established responsibility; Set challenging goals and guide the achievement of those goals.

3. Involvement of employees Employees at all levels are the foundation and the main asset of the organization. Their full involvement (participation) enables them to use their abilities to the benefit of the organization. Employees, regardless of their position, are able to influence the achievement of the organization's goals. By involving people, using their skills and knowledge, the organization creates an environment in which people can provide or help the organization achieve its goals.

4. Process approach If you cannot describe what you are doing as a process, you do not know what you are doing. E. Deming Process is a set of interrelated or interacting activities that transform inputs into outputs. [GOST R ISO 9000: 2000] The desired result (goal) is achieved more efficiently when activities and associated resources are managed as a process. The work of the entire organization can be represented as a collection of different types activities to transform the expectations and requirements of consumers into the products they need.

5. A systems approach to management Identifying, understanding and managing interacting processes as a system contributes to: the effectiveness of the organization; the organization's performance in achieving its goals. To implement this principle, the organization must: Determine the elements of the system as a whole, for which to identify the existing and additionally develop the necessary processes that affect the achievement of the organization's goals; Formalize the system to achieve the goal most effective way; Understand the interdependencies between the processes of the system; Continuously improve the system through measurement and evaluation.

Applying the principle of continual improvement means: Continuous improvement of products, processes and systems, which becomes the task of everyone in the organization; Continuous improvement of the effectiveness and efficiency of all processes without exception; Encouraging improvement activities; All personnel receive the knowledge and training necessary to operate with methods and tools for continuous improvement, such as: - methods for eliminating problems; - development of activities and setting goals to guide the work on improvements and track their implementation. 6. Continuous improvement

Effective decisions are made based on the analysis of data and information. A leader of any rank in the organization is required to make decisions. And these decisions will influence how the organization achieves its goals. Applying the principle of “factual decision-making” means: Carrying out measurements, collecting data and information regarding the set goals; Checking data and information for their sufficient accuracy, reliability and how convenient it is to receive them; Analysis of data and information using suitable techniques; Understanding the value of applying suitable statistical methods. 7. Making decisions based on facts

An organization is dependent on its suppliers and vice versa. Establishing mutually beneficial relationships enhances the ability of both parties to create something of value. Applying the principle of "establishing mutually beneficial relationships with suppliers" means: Establishing a situation of direct and open communication; Initiation of initiatives to jointly develop and improve products and processes; Carrying out working together for the purpose of determining what the consumer wants; Exchange of information and participation in future plans of each other; Recognition of supplier improvements and achievements. 8. Mutually beneficial supplier relationships

1. Lack of support from the first head of the educational institution; 2. "Copying" the documentation of another organization; 3. Shifting their roles to subordinates when implementing the QMS; 4. Transferring their roles in the project to consultants; 5. Dependence on consultants; 6. Excessive regulation of activities. Common mistakes when implementing a QMS

The main results of the implementation of the QMS in the educational institution: - Facilitates the simplified passage of the accreditation procedures of the Institute by Rosobrnadzor; - Provides savings in material and time resources allocated for external examinations (licensing and accreditation); - Facilitates the passage of the international accreditation of the Institute in the framework of the Bologna process; - Reduces training costs with a corresponding improvement in the quality of work, increased responsibility and performing discipline; - Provides certification of QMS according to international standards, which improves the quality of international cooperation in all directions.

Components of the strategy 1. Mission - why our organization was created. 2. Vision - what should be our organization after a certain time. 2. Key success factors (KFU) - how to achieve the desired state. KFU are factors, the perfection of which is important for the survival of the organization. KFU are the factors most significant for success. 3. Strategic goals - specific steps to achieve the desired state. 4. Tactical goals - detailing strategic goals. 5. Quality policy - what principles will we use when implementing our strategy. What does the implementation of the QMS in the educational institution give?

Developing a vision for the organization Vision is the ideal representation of the organization as a leader, the guiding philosophy of the business, the ideal picture of the future of the company that it can achieve under favorable conditions. The vision (goals and objectives of the organization in general) should be formed and communicated to the staff. This is necessary so that personnel can see what their activities are aimed at, and thereby, increase the effectiveness and efficiency of this activity. The vision must be developed for a specific implementation period (3-5 years). The vision of the organization answers the question "What should be the organization in ... years". What does the implementation of the QMS in the educational institution give?

Quality objectives should have the following attributes: 1. Objectives should be measurable and monitored. 2. The goals must be specific, ie. clearly defined and unambiguously understood by all participants. 3. The goals must be achievable, ie. the probability of achieving them should be high (over 75%). 4. Objectives should be results-oriented, ie. must be associated with real improvement, not just increased effort (benefits must exceed costs). 5. The goals should be limited in time, ie. the start time and duration of work to achieve the goal should be determinable. The goals are divided into strategic (more than 3 years), medium-term (1-3 years) and urgent (less than 1 year). 6. The process of achieving goals should involve all personnel who are interested in and associated with their achievement. Determination of measurable goals of the educational institution What does the introduction of the QMS in the educational institution give?

REPORT

Topic: "Quality management systems in education"

1. Introduction 3

2. Features of the quality management system in educational

establishments 5

3. Indicators of the quality of education 7

4. Conclusion 10

5. References 11

Introduction

Education is the most important area of ​​social life. It is education that forms the intellectual, cultural, spiritual state of society.

The content of education and its focus reflects educational programs and standards. State educational standards include federal and national-regional components. They determine the mandatory minimum of basic programs, the maximum amount of study load of students, requirements for the level of training of graduates and contain an objective assessment of the level of education and qualifications of graduates, regardless of the form of ownership.

Educational institutions are mass system affecting the economic situation in the country and its regions. In educational institutions, the transfer of knowledge, moral principles and customs of society is carried out.

The quality of education is determined primarily by the quality of the bearer of knowledge (teachers, professors teaching staff), which transfers this knowledge using various methods to consumers. Depending on the methods used, consumers learn mathematics, literature, chemistry and other subjects.

Scientific and technological progress leads to the emergence of new means and objects of labor, new production and information technologies... Therefore, continuous education is required in order to obtain new knowledge and its application in the activities of the consumer. In modern conditions, lifelong education is a real necessity.

The quality management system in education is based on the following principles:

Understanding and fulfilling the requirements for education, taking into account the achievements of scientific and technological progress and international standards;

Customer orientation, tough competition in the labor market requires mobility and dynamism of the management system;

Continuous improvement of the educational process, taking into account the results of monitoring.

The vital activity of educational structures consists of three interrelated processes:

Getting resources;

Using resources to achieve the goals of the organization;

Transfer of the results of activities to the external environment.

When implementing the process approach to the quality management system in education, it is necessary to take into account the scheme of interaction between various authorities, whose interests lie in the field of education.

Achievements of the theory and practice of quality management with good reason can be applied when creating a quality management system in educational structures.

Features of the quality management system

in educational institutions

The quality management system is built taking into account general requirements and type educational institution... The status of an educational institution depends on the nature of its activities, the level and educational programs being implemented.

Management of an educational institution as an organization social sphere along with other aspects of management, it also includes a quality management system. The educational institution focuses on consumers of educational services, therefore, the quality management system should:

Contribute to improving the quality of educational services;

Determine the sequence and interaction of the processes of providing educational services;

Ensure the effectiveness of processes;

Provide resource and information support for processes;

Monitor educational processes;

Allow to identify deviations of the achieved results from the planned ones and to constantly improve educational processes.

For the quality management system, the following principles apply:

Consumer orientation;

Taking into account the situation on the educational services market;

Taking into account the situation on the labor market;

Leadership of the head;

Continuous improvement of the activities of the educational institution, etc.

The task of the educational institution is to meet the needs of the state and society in qualified workers. The leader develops the policy and strategic goals of the organization; participates in projects to improve, search for new educational technologies, determine life cycle educational services, development of new services. It should be borne in mind that an educational institution is a complex educational system.

Managing a system means ensuring its purposeful behavior in a changing environment, which is achieved by proper organization and development. Systems differ in their goals.

Planning is the formulation of a problem, forecasting, setting goals, developing a strategy, determining the conditions and means of achieving goals. The functioning of the system is ensured through regulation, which includes accounting and control. In the planning process, decisions are made, then conditions for its implementation are created, and the system begins to function. However, under the influence of internal and external factors, deviations from the intended goals may occur. Regulation is aimed at neutralizing the causes of deviations and ensuring the desired course of development of the system.

The educational process consists of operations related to the preparation and implementation of classes for the relevant educational programs.

Process management includes: drawing up timetables, setting norms for specific labor intensity for performing elements of educational work (lecturing, supervising coursework and diploma theses, etc.), quality control of teaching, etc.

When forming a quality management system, it is necessary to take into account the emergence of new non-traditional learning technologies that are used in the so-called open education.

Education quality indicators

Based on the approach to understanding the quality of education, the following blocks of quality indicators can be distinguished.

1. The quality of the teaching staff.

2. The state of the material and technical base of the educational institution.

3. Motivation of the teaching staff.

4. Quality of training programs.

5. The quality of the students.

6. Quality of knowledge.

7. Quality of infrastructure.

8. Innovative activity of the management.

9. Implementation of process innovations.

10. Demand for graduates.

11. Competitiveness of graduates in the labor market.

12.Achievements of graduates.

The key figure in the educational process is the teacher.

The question arises of how to determine the quality of a teacher. This question is the key answer to it will determine the content of education, the quality of curricula, teaching methods, the competitiveness of graduates in the labor market and other components of the quality of education. At the same time, the teacher not only transfers knowledge, but also forms the personality of the student, his worldview and spirituality. Therefore, the quality of a teacher is a complex concept that includes:

Competence level - knowledge and experience in a particular area of ​​science and practice;

Need and ability to practice teaching activities;

Observation - the ability to notice significant, characteristics pupils;

The ability to establish contacts with external and internal environment;

Fame, etc.

The level of competence of a teacher is determined by basic education, subsequent self-education, the presence of an academic degree and title; experience in teaching; practical experience in a specific area.

Of course, the quality of education depends on the motivation of the staff. Teachers should have an appropriate social status, which will ensure the attractiveness of teaching work.

The quality of curricula is manifested not only in accordance with educational standards in the field of a particular academic discipline, but also in the innovative component.

At the center of the educational process is the consumer of knowledge - the student. It is for him that lectures are read, textbooks are written, new educational technologies are developed. Therefore, it is legitimate to talk about the quality of a student. The student is the material that must be turned into the end result of the educational process. Student quality can be characterized by following indicators: computer knowledge, desire to learn, intelligence, spirituality, giftedness, memory, discipline, observation, career planning.

The quality of knowledge is determined by its fundamental nature, depth and relevance in work after graduation.

All of the above indicators are not amenable to quantify and can be calculated as alternative indicators, as well as by means of scores.

Achievements of graduates can be determined on the basis of monitoring their careers, which requires graduates' feedback from the educational institution. Traditional alumni meetings and questionnaires are helpful.

Since most indicators of the quality of education cannot have quantitative characteristics, it is possible to obtain summary quality indicators for blocks of indicators and generalized assessments using qualimetry.

Conclusion

The quality of education can be viewed as a multidimensional concept. It is advisable to approach the disclosure of this concept from the standpoint of the process approach, which was adopted in the development of the quality system in order to increase customer satisfaction by fulfilling their requirements.

The quality of education is the relevance of the knowledge gained in specific conditions and places of its application to achieve a specific goal and improve the quality of life.

The process approach means the continuity of management, the sequence and interconnection of individual educational processes within their system, as well as their combination and interaction.

The leadership of the top management is of particular importance in the quality management system. The head of an educational institution must be a specialist in a particular field of science and practice. This is what largely shapes the competitiveness of an educational institution.

The quality management system is integrated, focused on modern information technologies, the use of the achievements of management theory and practice. Its effectiveness can be assessed using quantitative and qualitative indicators.

Bibliography

1. Galeev V.I. Quality systems and the market. - M. Kolos, 2007

2. Gludkin O. P. Total quality management - M .: Radio and communication, 2006

3. International standard ISO 9000: 2000. Quality management systems. Fundamentals and vocabulary

4. International standard ISO 9004: 2000. Quality management systems. Recommendations for improving performance

5. Kruglov M.G. and others. Management of quality systems - M .: IPK ed.standards, 2005

6. Pletneva N.O. Practical guide on the implementation of the quality system. Quality Management Methods - 2001 - No. 9

7. Ilyenkova S.D. Quality management - UNITY-DANA, 2006

8. Shvets V.E. Quality management in the system modern management- Standards and quality. - 2008 - No. 6

9. Glichev A.V. What is quality? - M .: Economics, 2000

The quality management system is a phenomenon in Russian education relatively new. Perhaps for this reason, open source practitioners are ambivalent about it. Some consider it to be a useful innovation that has a positive effect on the quality of education, while others see the benefit of only one thing - improving the workflow. So is it worth spending time, intellect and money on QMS?

With this question, the editors turned to Tamara RUSINA, Chief Specialist of the Russian Register - Moscow Inspection Company.

Tamara Vasilievna, please explain what models of the quality management system can be used in professional educational institutions in Russia?

The standards and directives of the European Association for Quality Assurance in Higher Education in Europe (ENQA), which determine the basic requirements for the quality system of an educational institution, have been adopted as a basis for creating a common European educational space. There is a model created in 2000 by the countries participating in the Bologna Agreement and named after this association - the ENQA model. It is based on the principles and requirements of the ISO 9000 series standards. In countries that have signed the Bologna Declaration, membership in the association is open to all education quality control agencies, and therefore to Russian ones.

You can use the IWA model, which is based on the international standard ISO / IWA 2: 2007 "Quality management systems - Guidelines for the application of ISO 9001: 2000 in education." On the basis of this standard, the state standard GOST R 52614.2-2006 “Quality management systems. Guidelines for the application of GOST R ISO 9001-2001 in the field of education. " The developer of the IWA 2: 2007 standard is one of the ISO committees, namely the Technical Management Board / Social responsibility, which is responsible for standardization in the social sphere.

The TQM (Total Quality Management) model is also suitable for educational institutions, which is based on methods of total quality management, harmonized with the principles and requirements of the ISO 9000 series of standards.

But one of the most common is the quality management model based on the requirements of the ISO 9001: 2008 standard. It is recognized by the international community.

The presented list is far from exhaustive, it is constantly growing thanks to the initiative of various organizations and communities, in a circle professional interests which includes quality assurance in educational sphere... For example, at the initiative of the Moscow Department of Education, the Moscow Education Quality Standard is being developed. There are already criteria, but there are no indicators yet (they are under development).

And what is a typical QMS model developed by order of the Ministry of Education and Science of the Russian Federation? What are its advantages?

The leading universities of Russia took part in the development of this model, and it is based on the principles and requirements of the international standard ISO 9001: 2000 and the principles of the Bologna process. Every year, according to the criteria of this model, the competition "Intra-university systems for ensuring the quality of training of specialists" is held. The model is good for everyone, but there is no word “management” in it, and such a seemingly “trifle” does not allow it to be accredited as internationally recognized.

- Which of the available models, in your opinion, are most suitable for colleges and technical schools?

An educational institution - both top and middle-level - can choose any model, since all of them are voluntary. But in conditions of limited resources (as a rule, there is no extra money and time), it is most optimal to use a quality management model based on the requirements of the ISO 9001: 2008 standard. It is based on the provisions, principles and requirements of the ISO 9000 series of standards, is one of the most widespread and recognized by the international community.

Why ISO 9000 Series Standards?

Firstly, they are international, and the best world experience in the field of quality management was taken into account in their development. Educational institutions using this model will be competitive in promoting their services on Russian market and are attractive to international partners, which contributes to the export of education, the development of scientific ties, and provides academic and professional mobility.

Secondly, these standards are universal, their requirements are general and are suitable for enterprises of any industry and service sector organizations, including the education system.

Thirdly, almost all the basic models of quality assurance discussed above, which are used in the field of education, are harmonized with the requirements of the ISO 9000 series of standards.

Fourthly, it becomes possible to conduct an independent examination of the implemented quality system for compliance with these standards, and after that - certification (including international). Let me emphasize: consumers trust certificates of conformity issued by competent and independent certification bodies, which are a confirmation of quality.

There is an opinion that quality management systems are mainly tuned to formalize management and greatly increase the workflow. How justified is this view? What does the introduction of the QMS give to the administration, teachers, and graduates in general?

There are two questions, both important.

First, the effectiveness of a quality management system really depends a lot on how well it is documented. But the development of documents is not an end in itself. The documents are needed in order to determine the methods of management and development, to create criteria for checking the management system. They help to improve the efficiency of the organization. The ISO 9001: 2008 standard requires minimum documentation. The depth of the description of the processes and the scope of work instructions is determined by the organization itself. This means that it creates the superbureaucracy itself, by its own efforts.

A detailed description is required only when risks may arise in the implementation of the processes. The main thing for an educational institution is not a huge amount of paperwork, but the creation of a clear system of interaction at the horizontal level, the definition of requirements for processes and the distribution of responsibility and authority. The value of the QMS is not in documents, but in actions.

Secondly, the quality of work is one of the main factors of success. educational organization... QMS allows you to achieve quality that will satisfy all stakeholders. I will outline only some of the results expected from the implementation of this system:

• the competitiveness and image of the educational institution, as well as the quality of services, will increase;
• the tasks that the university or college solves will be clearly focused on the interests of consumers;
• internal resources, responsibility and authority of personnel will be more efficiently distributed;
• a real vision of the achieved results and process parameters will appear;
• it will be possible to monitor and track improvements;
• when developing educational and methodological complexes, conducting classes and testing knowledge, carefully thought out and documented procedures will be used;
• the unproductive expenditure of time and labor for solving many organizational issues will decrease;
• document flow and management activities will be systematized.

Systematization is the last, but by no means the least important. Here are pictures that clearly illustrate the result of systematization: how it was and how it became (Fig. 1).

Picture 1.

Suppose an educational institution decides to develop and implement a quality management system. What should be done for this?

I draw your attention to a prerequisite: the decision on the organization of work on the implementation of the QMS is made by the head of the institution. It is possible to create an effective system only when the management of an educational institution realizes its advantages, becomes its staunch supporter and conveys its conviction to all employees. And he will remember that the QMS is not a one-time action
vie, but a state that requires the maintenance of resources: material, intellectual, temporary. This is perhaps the main thing.

The procedure for the development and implementation of the QMS in an educational institution can be divided into stages.

The first stage is organizational. An order is issued on the creation of a QMS, which appoints a representative of the quality management and a project manager responsible for the development, implementation and maintenance of the system in working order, approves the project programs and the composition of the working group for its implementation.

Note: the head of the educational institution makes strategic decisions on the development and implementation of the QMS and is responsible for them. The operational management of the implementation of the system is entrusted to the quality management representative, who may also be appointed as the head of the working group.

It is important that everyone involved in project development is trained in ISO 9001: 2008 requirements and methods establishment of the QMS. Working group draws up a plan, which is approved by the head of the educational institution. It includes the following types of work:

• development of the policy and objectives of the educational institution in the field of quality;
• development (clarification) of the structure of the QMS;
• determination of the list of processes and their interactions;
• determination (clarification) of the powers of officials and their responsibility for the QMS;
• development of a matrix for the distribution of powers and responsibility for the QMS;
• training of officials and personnel involved in the development and implementation of the QMS.

The second stage is a comprehensive analysis of the existing model (practice) of educational services management. The main objects of analysis are:

• organizational structure of the educational institution;
• activities of units for quality assurance,
• regulations on divisions and job descriptions, which establish responsibility and authority.

It also determines which documents can be used or need to be developed to create a new system.

After analyzing the practice, a conceptual model of the QMS of an educational institution is developed.

The third stage is devoted to the preparation of one of the main elements of the system's functioning - documentation. The policy and goals of the educational institution in the field of quality, quality manual, basic procedures, regulations of the QMS processes are documented.

The fourth stage is testing and implementation of the system. It includes the implementation of the developed documents, the analysis of the QMS by the management and other procedures. At this stage, all personnel of the educational institution should be familiar with the documentation and trained to work in new conditions.

The fifth stage is certification for compliance with the requirements of ISO 9001: 2008. Ideally, before submitting an application for certification, the QMS should have worked for at least three months.

The certification process consists of a preliminary audit, during which the degree of readiness of the quality management system for certification is assessed, and a main certification audit. The interval between them cannot exceed six months.

In general, the process of development, implementation and preparation for certification of the QMS of an educational institution lasts from several months to a year.

If the quality management system has already been implemented and certified, how often will it be necessary to confirm its compliance with the standards?

The certificate of conformity to the requirements of ISO 9011: 2008 has a validity period of three years, then recertification is carried out. The new certificate is also issued for three years. In addition, an annual surveillance audit of the quality management system is envisaged.
Certification is not a one-time action, but an indefinite state. She is forever.

Are there factors that can cause failure in the development and implementation of a quality management system? What would you like to warn leaders against when they decide to create a QMS in their educational institution?

Firstly, I would like to say that you cannot formally relate to the project for the implementation of the QMS. Second, managers may expect latent resistance from school staff. You have to be ready for this. Also, the experience of certification of a large number of educational institutions shows that there are other risks that can nullify efforts to implement the QMS. These include:

• insufficient qualifications of project participants;
• insufficient allocation of resources for the project;
• lack of necessary teaching aids and recommendations for the implementation of quality management principles;
• loss of connection with enterprises and, as a result, training in isolation from the needs of today.

Anyone who believes that it is necessary to create a quality management system according to the ISO 9001: 2008 standard is at risk, while in fact a management system for achieving the goals of an educational institution should be built, taking into account the requirements of this standard. Otherwise, the QMS will turn out to be decorative, created only on paper in order to obtain and present a certificate during external inspections. This will burden the staff with a heavy burden that will have to be "dragged" from the audit
to the audit.

It makes no sense to entrust the creation of a management system of an educational institution only to a QMS manager or a consultant, it is necessary that all staff actively participate in this, and the leader should be the leader.

And finally, I will give you a parable. At the construction site of the cathedral in Chartres, three people were asked who rolled wheelbarrows with stones, what are they doing? The first one muttered: "A heavy wheelbarrow, screw it up." The second said: "I earn bread for the family." And the third answered proudly: "I am building Chartres Cathedral."

The development, implementation, certification and maintenance of an educational institution's quality management system takes time and considerable effort. But everything will work out if you approach the matter with the attitude that the person building the cathedral had.

In conclusion, it would be interesting to know how many middle-level educational institutions have certificates of compliance with the requirements of the standards of a particular model?

I do not have statistics, but I can say that more than 160 leading and successful educational institutions have made their choice in favor of the Certification Association "Russian Register" training centers Russia, Kazakhstan and other countries the former USSR... Among them there are many institutions of open source software. For example, Pedagogical College No. 5, Technological College No. 14, Building No. 12 in Moscow, Medical College in Kazan, Service and Tourism College in Kaliningrad, and a technical school of the Gazprom company in Novy Urengoy.

1

This article discusses the issue of the quality of training specialists in universities and the creation of an effective management system for managing a university based on quality. The authors consider the issue of the quality of education at the university using the example of JSC " Financial Academy". The effectiveness of the functioning of the quality management system in the academy is noted, as well as the quality management system allows the entire faculty, all structural divisions and students to be involved, which contributes to ensuring high results in the educational and scientific activities... The social, financial and economic direction of the Academy has been established. The administrative and economic structure works efficiently. Management of education and its quality in the academy systematically covers: forecasting, planning, organization, motivation, accounting, analysis, assessment of the state and the adoption of administrative and stimulating measures for the consistent improvement of the final results in the training of future specialists. At the JSC "Financial Academy" conditions are being created to ensure the required level of personnel training and quality management of education.

management

quality

control

program

result

competitiveness

educational activities

improvement

Events

credentials

efficiency

1. Adler Yu.P. People first. Then everything else // Quality management. - 2009. - No. 3 (27). - S. 30–32.

2. Voronin G.P. The future without quality is not the future // Standards and quality. - 2009. - No. 8. - P. 4–7.

3. Soloviev V.I. The role of senior management in quality management // Standards and quality. - 2009. - No. 8. - P. 88–91.

4. Soloviev V.I. What hinders our progress / Almaty International Quality Forum. Sat. materials. - Alma-Ata, 2006. - S. 146-148.

5. URL: http://tomanage.ru/library/articles/quality-management/qms-education/ V.P. Soloviev, A.I. Kochetov, E.Yu. Tishina, E.V. Plotnikov. Quality management systems for education in universities.

In modern conditions, the quality of training of specialists predetermines the future fate of universities. The universities of Kazakhstan have entered the path of competition, both for the market of suppliers and for the market of consumers of their products.

The university cannot work effectively in all areas without a well-organized administrative and economic structure.

The creation of an efficiently functioning university management system based on quality and, along with it, a comprehensive system of continuous education of students in the field of quality has made it possible to significantly increase the level of training of graduates and their competitiveness in the labor market.

For a successful university to run and function, the administration must direct and manage in a transparent manner. Success can be achieved by implementing and maintaining a quality management system designed to continually improve performance, taking into account the needs of all interested parties. Management of educational organization includes quality management along with other aspects of management.

Quality, like any process in a socio-economic system, should not be formed spontaneously. This is a guided process, and about problems effective management they need to think. Quality management is impossible to carry out purely administrative basis... It requires the broad participation of all educators. And for this it is necessary that the goals of this management and the positive result for each participant in the process of functioning of the educational organization are clear. Quality management is not an additional burden, but an organization of work corresponding to the quality, its technology. Quality management should make it easier, not complicate it. This is the main difficulty of the quality management system and the essence of its design and formation.

Let us consider this issue using the example of JSC "Financial Academy". In this regard, the academy creates conditions that ensure the required level of training and quality management of education.

Since the day of its foundation (2009), the Academy has been working on the creation of a quality management system. Thus, the Academy received the Certificate of conformity of the quality of educational services to the requirements of ST RK ISO 9001-2009 "Quality Management Systems" (dated February 13, 2014, No. 0023104). The Academic Council of the Academy reviewed the plan for the creation and implementation of a quality management system based on ISO-9000 International Standards and approved it. Since that time, this work has become purposeful.

The Academy passed twice an inspection audit for compliance with the requirements of the ST RK ISO 9001-2009 standard and received a conclusion that the developed structure of the Academy confirmed the quality of the management system. Also passed a certified audit "Environmental management system" and received a certificate of compliance with the requirements of ST RK ISO 14001-2006 "Environmental management system. Requirements and guidance for use ”.

In order to comply with the requirements of the QMS, an internal audit is systematically conducted. During the audit, an audit program is drawn up, an audit schedule in accordance with the documented procedure "Internal audit". In order to continuously improve the QMS, improvement plans and corrective action plans have been developed.

For the effective maintenance of the QMS, a seminar on the training of internal auditors among the staff of the Academy was planned and held. So on March 26, 2016, a seminar was held on the topic: "Implementation, certification and functioning of the environmental management system in the organization" in the amount of 45 academic hours.

In the period from 19-20 May 2016, a seminar was held on the topic: "International business management rules based on international standards ISO 9000, taking into account the transition to ISO 1901: 2015" LLP "EUROASIA MS". Lecturer Vladimir Ivanovich Solovyov - General manager body for confirmation of conformity of the management system "EUROASIA", doctor technical sciences, professor, Academician of KAMK and NIA RK, expert-auditor of the GSTR RK, leading auditor of IRCA, QuaIity Austria, EVROCERT.

The seminar was organized with the aim of providing undergraduate and graduate students of graduate courses with the basics of knowledge of system management-ISO 1901: 2015. Graduates go into a big life, where they will skillfully have to solve emerging problems and, thanks to the implementation of a management system, can improve the development of the organization, solve emerging problems. The teaching staff of the Academy are improving curricula and programs, expanding the profile of training in existing specialties, etc. But these events, with all their obvious expediency and necessity, are, as a rule, fragmented, often bear the inevitable imprint of a narrowly professional approach, since they are developed by teachers with a stereotype of solving emerging educational and methodological problems that has developed over the course of decades. The role of the teaching staff of the Academy is to create a system of continuing education in the field of quality and ensure its effective functioning. This system should be based on the continuity of knowledge. Each teacher leading classes in his discipline is viewed as a consumer - for teachers of the previous cycle of disciplines, and as a supplier - for teachers of subsequent cycles of disciplines. Thus, the team of teachers is faced with the task of applying a scientific approach to the formation of curricula and discipline programs. The staff of the academy directs its activities towards the system of personnel training - towards the end result, towards high-quality management of educational processes. The analysis of the educational process showed that the specifics of the university are determined by its main activity - educational, the main task of the team is to educate and train specialists who are competitive in the labor market. Therefore, in order to organize and conduct joint work to improve the quality of training of specialists, JSC "Financial Academy" and the Ministry of Finance of the Republic of Kazakhstan have developed a joint "Plan of interaction between the Ministry of Finance of the Republic of Kazakhstan and JSC" Financial Academy ", which is updated annually, where it is provided:

• development, coordination and approval of educational programs, catalogs of elective disciplines, topics of diploma theses and master's theses in specialties;
• development and approval of the schedule of internships for teaching staff;
• coordination and approval of a work plan for dual training of specialists;
• organizing and conducting industrial practices students;
• employment of graduates;
• attraction of experienced specialists - practitioners to conduct classes, etc.

Effectiveness educational activities academy is closely related to the effectiveness of research carried out at the university. It is scientific activity that makes it possible for the teaching staff to continuously improve and replenish their professional knowledge and practical experience... These areas are developing fruitfully with the competent use of information technology. The social, financial and economic direction of the Academy has been established. The administrative and economic structure works efficiently. The teaching staff of the Academy develop and publish educational, methodological and scientific literature, provide consulting and information services and additional educational services. The professors and teachers of the university are the bearers of not only knowledge, but also the general culture. Therefore, the second important feature of the academy is precisely the quality of the teaching staff, assessed, for example, by the presence of scientific schools in the university, because it is participation in their work that makes a significant contribution to the formation of a specialist who meets modern requirements. Professors and lecturers conducting research work are direct manufacturers of the "products" of the university. It depends on them whether students will learn with pleasure (that is, it is with pleasure to fulfill the requirements regulated by the State Educational Standard), whether the most "advanced" students will fulfill special additional requirements that are formed by teachers and researchers attracting them to the work of their scientific schools. This is how the scientific school of Yanovskaya O.A. functions successfully. "School of theory, methodology and practice of financial and economic research of the national and world economy." An efficiently operating system of management of the academy based on quality and, along with it, an integrated system of continuous education of students in the field of quality, has made it possible to significantly increase the level of training of graduates and their competitiveness in the labor market. The main problems arising in the creation of a university management system based on quality: lack of understanding of the role of trainees - students; the complexity of identifying consumers of university products and identifying their requirements.

Thus, the role of the teaching staff in the university is extremely high, since its intelligence, professionalism, scientific potential and ability to interest, establish contact, find the optimal measure of relationships with students largely determines the motivation of students to learn.

Currently, the problem of quality is being introduced into the minds of the heads of enterprises, organizations, firms, companies. This means that this problem, first of all, should enter the minds of young specialists. This should be their philosophy. That is why there are already plans for continuing education in the field of quality in many specialties. These are not only independent disciplines in quality management, certification, standardization and metrology. In each discipline, economic, technological, methodological issues are considered from the standpoint of ensuring, achieving and improving quality. The Academy has moved from an informative teaching system to a problem-based one, which is based on the independent work of students under the guidance of teachers. The role of the teacher is also changing: he becomes a mentor and consultant. Its most important task is to motivate students to study and work independently. Consequently, another feature of educational activities in the academy is that it is necessary to create an opportunity for students to work intensively, because without this it is impossible to become a full-fledged specialist. Within the framework of the concept of quality, some ideas have also been developed about how to conduct training. Observations show that traditional lectures and seminars often do not fully achieve their goals. In many cases, it is the command (brigade, group) form of organizing the educational process that carries the charge of additional efficiency that has already been lost in the classical forms. Among other things, team learning helps people prepare for this type of teamwork after graduation.

Quality management is based on documentation, which describes (documents) all processes (procedures), as well as the actions of participants in the processes to achieve the required level of quality.

According to the modern version of the ISO-9000 standard, the quality system is interpreted as a quality management system, which consists of three subsystems: a quality management system, a quality assurance system and a quality assurance system.

The quality management system department, together with the Educational and Methodological Department, has developed a "Methodical Instruction" in the following areas:

• The procedure for the development, coordination and approval of the regulations on the division and job description(form of the work plan of the faculty, department, research work, educational work, form annual report on educational, methodological and research work);
• The structure, content, procedure for the development and approval of the educational and methodological complex (TMC) in the direction of training a specialty (syllabus form, all forms of the title page);
• Design, development of educational services, Management of educational and organizational processes (the form of the working curriculum, the schedule of the educational process, the academic calendar, staffing table Teaching staff of the department, etc.);
• Management of the educational process (report form on educational work, curator's journal form);

The staff of the Academy conducts purposeful work to ensure the quality of training of specialists.

Technological and regulatory normative documentation forms the foundation of the entire quality management system, therefore, it must be constantly brought into compliance with modern requirements... Quality management system documentation includes: quality management policy, quality management by line of business, academy standards, methodical instructions by areas of activity and a number of others. The quality assurance system should include: self-assessments regularly conducted by the Educational and Methodological Department according to certain criteria; surveys of employees, students, alumni, consumers; determination of the level of development by students academic disciplines; state certification of graduates.

The quality management system at the academy is effective, since all participants in the educational process are united by a single goal to achieve a high level of training of specialists. The ideology of quality management has been introduced and operates in the academy, eight fundamental principles, which formed the basis for the International Standards ISO-9000 (9001, 9004) version 2000.

For the academy staff, the understanding of university activities and the above problems from the standpoint of the criteria of International Standards allows:

• develop modern regulatory and working documentation for all areas of activity;
• eliminate duplication of procedures;
• create a control system based on quality plans;
• improve the efficiency of the organizational structure;
• clearly distribute the powers and responsibilities of all levels of management;
• clearly formulate goals and highlight key processes;
• manage resources more efficiently.

And most importantly, the introduction of a quality-based management system in the academy allows the entire team, including students, to be involved in ensuring high results of educational and scientific activities. The basis for the management of the quality of education at the academy has become educational, educational-methodical, research, educational and public views activities of the teaching staff and active classes with students in classrooms, classrooms, computer classes on the Internet, aimed at teaching, education and training of highly qualified specialists with high ideological and moral and other human qualities, competent competitive and in demand in the Republic of Kazakhstan and for abroad.

JSC "Financial Academy" has the optimal balance of educational, methodological, research, educational and social activities, a modernized material and technical base and infrastructure, highly qualified personnel, teaching staff, management and service personnel, managers in accordance with the requirements of the legislation and the President's strategy "Kazakhstan-2050 ".

Management of education and its quality at the university systematically covers: forecasting, planning, organization, motivation, accounting, analysis, assessment of the state and taking measures of administrative and stimulating influence on the consistent improvement of the final results of the creative work of students and teachers in a single educational process of future specialists. It is necessary to rationally use the educational, scientific, laboratory and service premises in educational buildings, objects of social welfare, housing and sports and recreation purposes, material and other assets and in accordance with its charter.

The teaching staff of the university directs efforts to prepare competent, competitive and in-demand bachelors, masters, in accordance with the objectives of the strategy "Kazakhstan-2050". Thus, there are real opportunities for scientifically grounded management of the quality of education in the academy, which must be fully used effectively to solve the tasks of the "Kazakhstan-2050" strategy. Management relies on experience that shows that the effectiveness and efficiency of the functioning of the QMS is significantly improved when the focus is not only on the independent functions performed by various departments and officials, but also on cross-functional processes that combine individual functions into systems (flows) aimed at the final results of the organization's activities. The efficiency of the Academy's QMS is ensured, the personnel are trained in the basics of high-quality management and have decent personal qualities, such as:

• the ability to study and independently acquire knowledge in order to constantly improve the level of education, competencies and develop the ability to innovate while solving problems associated with the challenges of the modern market;
• the ability to perform quality work using the PDCA cycle;
• the ability to set priority goals and achieve them;
• quick adaptation to changing working conditions;
• high responsibility and self-discipline;
• critical self-assessment of activities and the ability to assess processes within their competence and the organization as a whole;
• the ability to build high-quality (correct) relationships (industrial, business, corporate, family, interpersonal);
• the ability to work in a team, possession of the culture of discussion and opposition, the ability to forgive other people's mistakes, not to win against a vis-a-vis, but to find mutually beneficial solutions to production problems, refrain from any destructive and unproductive actions;
• the ability to communicate with "difficult" people;
• the ability to promptly establish feedback on the issues to be resolved.

Personnel with such qualities are more likely to be able to create the necessary production and business relationship, contributing to the adoption of high-quality control decisions, ensuring high efficiency of the functioning of processes at minimum costs all types of resources (human, material, etc.). All this should begin to work towards creating a new quality in the organization. corporate culture based on continuous improvement of quality management and improvement of staff skills. And of course, the quality management system will be effective if all participants in the educational process are united by a single goal to achieve a high level of training of specialists. The professors and teachers of the university are the bearers of not only knowledge, but also the general culture. The role of the teaching staff at the university is extremely high, since its intelligence, professionalism, scientific potential and ability to interest, establish contact, find the optimal measure of relationships with students largely determines the motivation of students to learn. And most importantly, the introduction of a quality-based management management system at a university allows the entire team, including students, to be involved in ensuring high results in educational and scientific activities.

Bibliographic reference

Yanovskaya O.A., Shakulikova G.T., Imangozhina O.Z. QUALITY MANAGEMENT SYSTEM OF EDUCATION AT THE UNIVERSITY // International Journal of Experimental Education. - 2016. - No. 8. - P. 38-42;
URL: http://expeducation.ru/ru/article/view?id=10350 (date of access: 16.09.2019). We bring to your attention the journals published by the "Academy of Natural Sciences"

At present, 346 state and 112 non-state universities are training specialists in the field of engineering and technology in Russia. More than 1.3 million students study in engineering fields and specialties. The problem of the quality of training specialists is central to the issue of their relevance to the national economy and the international recognition of Russian degrees and qualifications. It is directly related to the content of education and the technology of implementation of educational programs.

All over the world, innovative engineering education is now developing, aimed at developing not only certain knowledge and skills among specialists in the field of technology and technology, but also special competencies focused on the ability to apply them in practice, in real business, when creating new competitive products.

World universities are improving their educational programs and curricula. Already in the first year of study, students are shown the connection of the proposed educational material with their future engineering activities, the prospects for technical, technological, economic and social development of society. The new content, as well as problem-oriented methods and project-based learning technologies in engineering education make it possible to provide its new content based on a set of competencies, including fundamental and technical knowledge, ability to analyze and solve problems using an interdisciplinary approach, knowledge of project management methods, readiness for communication and teamwork.

One of the directions of development of the Bologna Process in Europe is the formation of common approaches to ensuring and assessing the quality of higher education. At the same time, it is assumed that the quality of training specialists in higher educational institutions is ensured by two main components - the quality of the content of educational programs and the quality of management at the university.

The quality of management at the university

Currently, most of the models for managing the quality of education and scientific research in foreign and Russian universities are based on the evaluative method, which involves statistical processing of the results achieved. However, the global trend is the transition to models that comply with the concept of total quality management (TQM) and the requirements of international quality standards ISO 9000: 2000 (International Organization for Standardization, ISO).

The TQM concept assumes that the university has a clearly and clearly formulated mission and strategic goals, which are developed as a result of comprehensive studies of the needs of the external environment in the main products of the university's activities. Total quality management focuses on process approach to the activities of universities, uses a number of specific, rather complex, but very effective methods and quality management tools. The TQM concept has recently become very popular in European universities.

The approach to building a quality management system (QMS), based on the requirements of international standards ISO 9000: 2000, involves demonstrating the ability of the university to produce products that satisfy the consumer, and his requests are regularly monitored and studied. In accordance with the requirements of the ISO 9001: 2000 standard, the main goal of the university should be to increase the satisfaction of clients - individuals, society and the state in educational services, training of specialists, scientific products, etc.

Today, the question of the applicability of the requirements of the international quality standard ISO 9001: 2000 to universities is quite sharply discussed in Russian and foreign higher education institutions. There are different points of view. The most balanced and constructive point of view seems to be the selective use of the requirements of the ISO 9001: 2000 standard in universities, bearing in mind their educational activities.

The requirements of the ISO 9001: 2000 standard in universities are mainly applicable to the training of specialists for professional activity as a more regulated process. They are not very suitable for education in broad sense words as a process of personality formation.

Recently, those universities that develop their entrepreneurial innovative activities and strive to win new and stronger positions in the markets of educational services and science-intensive products are guided by the ISO 9000: 2000 standard.

The current version of the international quality standard ISO 9001: 2000 is based on the principles of total quality management, the foundation of which was laid by E. Deming. The philosophy of total quality management is such that all problems in the management of an organization are considered from the point of view of the system. According to the logic of TQM, any organization, including a university, works as well as its QMS is.

The ISO 9001: 2000 standard is "a standardized philosophy of quality that aims to organize thinking in a certain way." However, the requirements of the standard must be adapted "to the university soil".

The requirements of the ISO 9001: 2000 standard do not relate to the content of the activities of scientists and teachers of a higher educational institution, they only streamline the processes of their activities. The ISO 9001: 2000 standard does not concern the structure and content of scientific research and educational programs, methodologies and technologies used in scientific and educational processes... The ISO 9001: 2000 standard does not apply in the classroom where the teacher uses the provided academic freedom to realize their scientific and methodological potential, pedagogical abilities of a teacher and educator.

The basis of the university's QMS in accordance with the requirements of the ISO 9001: 2000 standard is:

The Quality Manual, the main document of the system, describes the main processes and sub-processes. Actions are governed by Documented Procedures, and individual tasks are described in Work Instructions. In the Quality Manual, when describing processes and sub-processes, the answers are usually given to the questions: "What?" and for what?".

The Documented Procedures provide a detailed description of the activities within a process or sub-process, answering the questions: "Who?", "What?", "Where?" and when?". The Working Instructions contain tasks for performing specific work in the production of certain actions and answers to the questions "What?" And How?".

At the base of the pyramid of processes and documentation of the university's QMS are the so-called Quality Records, which are documented evidence of registration of the execution of tasks, the production of actions, the implementation of sub-processes and basic processes in the university.

The structure of the model in accordance with the ISO 9001: 2000 standard includes four groups of processes: management processes, business processes of production of products, service processes, processes of measurement, analysis and improvement.

QMS documentation can be presented in any form and on any medium. Documentation development should not be an end in itself, its purpose is to add value to the quality management system. The basic principle of quality documentation and records management is the principle - required document at the right time!

The application of the ISO 9001: 2000 standard to the quality management system of the university is a major innovation. The creation of a QMS is a task that requires non-traditional approaches to its solution. Work begins in a "flat team" together with a consulting company to formulate the Quality Policy and describe the main processes at the university.

The next stage is the training and motivation of university personnel, training of quality commissioners, managers and auditors. It is important that each employee understands his role, responsibility and authority within the framework of the university's QMS. Required condition- attracting students as the main consumers of educational services.

On the basis of standard Documented procedures, processes in the structural divisions of the university are described, powers and responsibilities are delineated, indicators of the effectiveness of processes are identified, and forms for data registration are developed.

A developing quality management system of the university is being built, which allows you to effectively manage processes, actions and tasks at all levels. Internal audit allows you to assess the degree of readiness of the structural units of the university to work efficiently in accordance with the requirements of the ISO 9001: 2000 standard.

The first stage is the audit of the documentation. The second stage is an audit of management processes, including document management processes, and general structure QMS of the university. The potential for improvement identified during the audit is the basis of the corrective action program. The third stage is a certification audit. Do you need it? Certification of the QMS, by itself, cannot provide an improvement in the quality of the university's work. It only shows partners in the external environment that the university is functioning effectively, providing stable and high quality products and services.

According to The ISO Survey of ISO 9000 and ISO 14000 Certificates, about 5000 educational institutions were certified in 2001, including almost 600 registered educational institutions with a certificate of conformity QMS requirements international standard ISO 9001: 2000.

The main argument in favor of QMS certification at the university: "You spent a lot of effort on creating a system and paid dear price for her certification. You will never give it up! ”Firstly, you will not do it for economic and moral reasons, and secondly, you will not be allowed to do it by the annual external surveillance audits by the organization that issued the certificate.

Thus, the university will be forced to continuously develop and improve its quality management system, consistently produce high-quality products and win competitive struggle... He will be doomed to prosper!

Quality of educational programs

The ISO concept is that the requirements of the standard for the management of the organization complement the requirements for the quality of the product itself. The main products of the university are knowledge, skills, methodological culture and comprehensive training of specialists for self-realization in society.

This product of the university is a consequence of the provision of educational services in the process of implementing educational programs. Therefore, the latter should also be subject to assessment and accreditation not only by the state, but also by society and authoritative international organizations. In many developed countries In the world, there is a two-stage system for the recognition of engineering qualifications. The first step is the recognition of educational programs through the procedure for their accreditation. The second stage is the recognition of the professional qualifications of engineers through their certification and registration.

Such a system is implemented in each country by national non-governmental professional organizations- engineering councils, which, as a rule, include bodies for accreditation of educational programs and certification of specialists: ABET (USA), ECUK (Great Britain), CCPE (Canada), IEAust (Australia), etc. International recognition of engineering qualifications is also provided in two stages: through the conclusion of agreements aimed at the mutual recognition of educational programs (Washington Accord, 1989) and agreements on the mutual recognition of national registration systems professional engineers(Engineers Mobility Forum, 1997, APEC Engi-neering Register, 2000).

Most European countries do not yet have systems for accrediting engineering education programs. However, the activity (European Federation of National Engineering Associations, FЕANI) on the registration of professional engineers is known.

In Russia national system public and professional accreditation of educational programs in the field of engineering and technology is currently developing as a result of the activities of the Association for Engineering Education of Russia (AEER), agreed with the Ministry of Education and Science of the Russian Federation, as well as international organizations.

The RF Law "On Education" of July 10, 1992, as amended on July 7, 2003, determines that "The competence government agencies management of education without fail includes ... state accreditation of educational institutions, assistance to their public accreditation "(clause 5 of Art. 37) and specifies that" Educational institutions can receive public accreditation in various Russian, foreign and international public educational, scientific and industrial structures"(v. 25).

The Federal Law "On Higher and Postgraduate Professional Education" of 08.22.1996, as amended on 07.07.2003, explains that "... Public accreditation is the recognition of the level of activity of a higher educational institution that meets the criteria and requirements of the relevant public educational, professional, scientific and industrial organizations "(Art. 8).

The AEER's activities are aimed at the international recognition of Russian engineering programs through Russia's accession to the Washington Agreement and active participation in the formation of a pan-European accreditation system within the Bologna process together with such organizations as FEANI, SEFI, European Standing Observatory for the Engi-neering Profession and Education (ESOEPE) , European Network for Quality of Higher Enginee-ring Education for Industry (ENQHEEI), and other structures.

International recognition of educational programs and engineering qualifications is based on the comparison and harmonization of quality criteria for training specialists and procedures for accreditation and certification in different countries.

In accordance with the Agreement between the Ministry of Education of the Russian Federation and the Association for Engineering Education of Russia dated October 21, 2002, AEER developed and agreed with international organizations criteria and procedures for public and professional accreditation of educational programs in the field of engineering and technology. The AEER Accreditation Center (AC) was created (www.ac-raee.ru), an Accreditation Council was formed, as well as commissions for groups of areas for training specialists in the field of engineering and technology, experts from science, industry and high school.

In 2003, AC AEER accredited 12 educational programs for training bachelors at 6 technical universities with the participation of representatives of the countries - members of the Washington Agreement and the Ministry of Education of the Russian Federation. For a period of five years, bachelor's degree programs in the field of engineering and technology have been accredited at the Altai State Technical University named after V.I. I. I. Polzunova (AltSTU) -552900 "Technology, equipment and automation engineering industries", Krasnoyarsk State Technical University (KSTU) - 552500" Radio Engineering ", Taganrog State Radio Engineering University (TGRU) - 552800" Informatics and Computer Engineering"and 550700" Electronics and Microelectronics ", St. Petersburg State Electrotechnical University (LETI) - 550200" Automation and Control ", 550700" Electronics and Microelectronics ", 552800" Informatics and Computer Engineering "and 553400" Biomedical Engineering ", Moscow State Institute Electronic Engineering (MIET) - 550700 "Electronics and Microelectronics" and 552800 "Computer Science and Computer Engineering", Tomsk Polytechnic University (TPU) - 552800 "Computer Science and Computer Engineering" and 551300 "Electrical Engineering, Electromechanics, Electrotechnology".

The results of public and professional accreditation were reported by the Association for Engineering Education of Russia at the International Engineering Meeting-2003 (Rotorua, New Zeland, 2003) and sent to various Russian and international organizations. For 2004, AC AEER has applications for public and professional accreditation of about three dozen educational programs from such leading technical universities, like MIREA, MEI, MISIS, and other leading engineering universities.

In the next five years, AEER will accept applications for public and professional accreditation best programs training bachelors, graduates and masters in the field of engineering and technology in Russian universities (but not more than 5-10% of the total number of engineering programs).

International recognition of AEER accredited programs will serve as an incentive for the integration of the Russian system of engineering education with the world educational system, including within the framework of the Bologna Process in Europe. In 2004-2005. AEER together with a number of European engineering organizations (FEANI, SEFI, ESOEPE, ENQHEEI) and national accrediting organizations such as CTI (France), EC (UK), ASIIN (Germany), CoPY (Italy), IEI (Ireland), OE ( Portugal), within the framework of the SOCRATES / TEMPUS programs, will carry out the EUR-ACE project to develop the foundations for the creation of a unified accreditation system for engineering programs in Europe. The results of the project are planned to be reported in 2005 in Bergen (Norway) at the next meeting of the Ministers of Education of the countries participating in the Bologna Process.

With the aim of promoting international recognition the results of intellectual activity of Russian universities in 2002 in Russia the Foundation for Assistance to International Accreditation and Certification in the Field of Education and Science-Intensive Technologies (MASS Foundation) was established. The founders of the fund are the Russian Academy of Sciences, the Association of Technical Universities and the Association for Engineering Education of Russia.

The main task of the MASS Foundation is to promote the creation and international certification quality management systems, accreditation of educational programs of Russian universities, certification of teachers of higher education and specialists with higher vocational education.

Literature

1. Grebnev L., Kruzhalin V., Popova E. Modernization of the structure and content of engineering education // Higher education in Russia. 2003. N 4.S. 46-56.

2. Agranovich BL, Chuchalin AI, Soloviev MA Innovative engineering education // Engineering education. N 1.S. 11-14.

3. Grebnev L. Higher education in the Bologna dimension: Russian features and restrictions // Higher education in Russia. 2004. N 1.S. 36-43.

4. Oprean C., Kifor C. Process alignment in higher education // Proc. 5thUICEE Annual Conference on Engineering Education. Chennai, India, 2002. P. 85-89.

5. Vroeinstiyn AI Assessment of the quality of higher education. M .: Publishing house MNEPU, 2000.180 p.

6. Quality management in the university / Ed. Yu.P. Pokholkova, A.I. Chuchalin. Tomsk: Ed. TPU. 251 s.

7. Mesyats GA, Pokholkov Yu. P., Agranovich BL et al. Academic innovation university // Higher education today. 2003. N 7. S. 12-21.

8. Edwards W. Deming. Way out of the crisis. Tver .: Publishing house "Alba", 1994.498 p.

9.www.iso.org

10.www.washingtonaccord.org

11.www.feani.org

12.www.upc.es/enqheei/presentation.htm

13.www.feani.org/ESOEPE/HomePage.htm

14. Pokholkov Y., Chuchalin A., Boev O., Mogilnitskiy S. Providing and assessing the quality of higher education // Higher education in Russia. 2004. N 2.S. 12-27.

15. Bernard R.-F., Boev O. V., Chuchalin A. I., Pivovarov Yu. L. European Projects on Quality of Higher Engineering Education // Bachelors of Engineering and Technology: Training and Employment: Tr. International symp., June 17-18, 2004, Moscow. Tomsk: Ed. TPU. S. 21-24.

16.www.fmacc.ru

© Yu.P. Pokholkov, A. I. Chuchalin, 2004

 

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