Foreign models assessments qualities higher education

Participating countries
Mission
International level
INQAAHE	166 organizations from 69 countries. 3 types of membership: full, associated, affiliated Full members: Argentina, Australia, Austria, Belgium, Belize, Canada, Chile, China, Colombia, Costa Rica, Czech Republic, Denmark, Estonia, Finland, France, Hong Kong, Hungary, India, Indonesia, Ireland, Russia, USA, Japan, etc.	Collection and dissemination of information on the current state and new developments in theory and practice in the field of assessing, improving and maintaining quality in the higher education system
European level
ENQA	About 40 full member agencies representing the following countries: Austria, Belgium, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, the Netherlands, Norway, Portugal, Slovak Republic, Spain, Sweden, Switzerland and UK	Promoting European cooperation in the field of quality assurance in higher education for all stakeholders involved in the quality assurance process
CEENET	20 organizations from 16 countries of central and eastern Europe: Albania, Austria, Bulgaria, Croatia, Czech Republic, Estonia, Latvia, Lithuania, Macedonia, Poland, Russia, Slovakia, Slovenia, Hungary, Romania, Bavaria (Germany)	Supporting cooperation between participating countries in ensuring the quality of higher education, organizing joint projects and consortia
NOQA	Denmark, Norway, Sweden, Finland, Iceland	Coordination of efforts towards ensuring the quality of higher education in the Nordic countries, in the Barents region
EAQAN	The composition includes representatives of seven countries of the former USSR - Belarus, Kazakhstan, Kyrgyzstan, Moldova, Latvia, Russia, Estonia	Improving the quality of higher education in the Eurasian region through developing the activities of quality assurance agencies and expanding cooperation between them

In Denmark, assessment systems have been introduced into all major educational programs. The assessment process, which takes place throughout the school year, includes five stages. The first stage is planning an assessment program, the second is developing methods for improving processes within the educational space. At the third stage, such groups of participants in the educational process as graduates, students, and employers are inspected. The fourth stage includes holding a meeting to review the results of the work of the committee to assess the quality of the educational process. At the fifth stage, a final conference is held, at which the committee reports on the work done during the academic year. The Danish Institute for Assessment coordinates the work in the education quality assessment system in Denmark [7].

In the Netherlands, the improvement-oriented approach to a cyclical quality assessment system contains external and internal components. the internal side includes the process of self-assessment and the preparation of a self-study report, the external side includes the activities of the inspection commission to assess quality and provide a report in order to improve quality. On the territory of the state at the national level, the problems of assessing the quality of higher education are solved by such organizations as the Higher Education Inspectorate, the Association of Universities in the Netherlands, the Netherlands Quality Agency, and the Netherlands Accreditation Association [9].
In Sweden the main focus is on helping educational institutions develop appropriate infrastructures. Since 2001, the country has had a national agency for higher education [7]. The information is open and available to everyone. Experts from Swedish and foreign universities participate in the assessment along with students and employers. The following components have been created in the system for assessing the quality of higher education: quality audits, assessment of the quality of educational programs, accreditation. There are four forms of assessment at the national higher education policy level. The first direction includes assessments of subjects and educational programs at the national level, the second – assessments of educational programs for accreditation, the third – assessments of small educational institutions to establish the level of professional training of graduates, the fourth – a general assessment of the entire educational process.
In Norway, the assessment process is carried out by organizations financially supported by the government after the institution has completed its self-assessment. The main focus is on the assessment of the educational process itself and curricula. in 2002, the national agency for quality assurance of higher education (NOKUT) was founded in the country, which has been active since January 1, 2003 [7]. The scope of the committee's activities includes assessing the work of private and public universities, accreditation of academic courses, monitoring issued accreditations, as well as monitoring educational institutions abroad.
Finland combines third-party assessment and self-assessment of educational institutions. Spot checks of individual structures by external observers are also used. In 1995 the Finnish Council for the Evaluation of Higher Education (FINHEEC) was created.
The main task of the council is to assist higher education institutions and the Ministry of Education in the development of the assessment system. By nature of its activities, the committee is more advisory than supervisory. His tasks include training specialists to work in the quality assessment system within an educational institution, providing an assessment system both at the state level and at the level of specific institutions, developing and preparing materials for the accreditation of professionally oriented institutions. Along with the formation of the council, legal reform in the field of education legislated the need for self-assessment at all levels of the education system. Self-assessment is perceived as an important component of the work of university department teams. Comparative analysis of self-esteem on at the university level, it stimulates an improvement in the quality of education in general [7].
In Germany, the transition to a multilevel system and the internationalization of education led to the creation of a number of accreditation organizations. By decision of the conference of ministers of education in 1998, the Accreditation Council for the Evaluation of Bachelor's and Master's Programs was created in Germany, which developed minimum standards and criteria for accreditation agencies. The Association of German Engineers founded the Accreditation Agency for Engineering and Computer Science in 1999. Much attention is paid to improving the process of higher professional education in the field of medicine. The Agency for Accreditation of Qualifications in the Field of Medicine, Health Care and Social Work - AHPGS - is actively functioning. It is responsible for the accreditation of programs and assessment of the quality of teaching of certain subjects in the university and non-university sectors. The first accreditation organization in Germany was the central agency of the state of Lower Saxony - Central Agency of Evaluation of Lower Saxony 's Institutions of Higher Education (ZEVA). Accreditation is currently actively working Agency for Study Programs in Engineering, Informatics, Natural Sciences and Mathematics (ASIIN) is an agency that accredits educational programs in the fields of engineering, computer science, natural sciences and mathematics, as well as other agencies in various areas of training. The main motto of the German education reform is “quality and competition”. The goal is to increase the motivation and responsibility of participants in the educational process in the country’s universities [2].