INPUT ANALYSIS OF EDUCATION QUALITY INDICATORS

Abstract

From the standpoint of ensuring the quality of the educational process, the current state of OPP 201 “Agronomy” of the first bachelor's and second master's levels was analyzed. A comparative analysis of the input data demonstrated the general focus of both levels on solving complex tasks. Stakeholders and teachers identify 45.5% of general competencies (GC) at the bachelor's level as functional. At the master's level, 33.3% of general competencies are allocated as functional. According to special competencies (SC), 66.6% are functional at the bachelor's level, 50.0% at the master's level. According to program results of study (PRS), the share of functional ones at the bachelor's degree is 43.8%, at the master's degree - 30.7%. According to the forms of quality control of education at the bachelor's level, tests make up 47.3%, and exams - 52.7%. Quality control through undergraduate exams covers 50.5% of credits, and through tests - 49.5% of credits. Quality control through examinations at master's level covers 48.1% of credits and through tests covers 51.9% of credits. With regard to selective disciplines, a significant range of issues that must be solved and optimized in the format of a systemic approach is highlighted. The analysis of the ratio of competencies and program results of compulsory subjects (CS) of the first bachelor's level showed a lack of end-to-end coordination. Instead, at the master's level, confirmation of the practical significance of methodical methods of end-to-end coordination was obtained even at the level of manual control. Model algorithms have been selected that contribute to increasing the effectiveness of statistical monitoring and the quality of the educational process.