Foreign models assessments qualities higher education

CONCLUSION
Based on the analysis of models for assessing the quality of higher education, as well as approaches to the formation of assessment principles at different levels, it is possible to identify the general and special in the presented models for assessing the quality of higher education.
1. What is common is the desire to improve the quality of higher education within different systems and models for assessing the quality of higher education. High-quality higher education is the key to the positive development of any state.
2. The British and American models for assessing the quality of higher education have similar features: UK universities are more independent from external control than other European ones. As in the American model, “internal” assessment plays an important role here.
3. In general, on the European continent there is still no unified system for institutional assessment of the activities of educational institutions. The United States generally follows uniform accreditation principles.
4. The university accreditation system proposed in the American model is, in fact, a prototype of the mechanisms for managing the quality of education that are spreading today , but, unlike its European counterparts, it is based on university initiatives (“accreditation from below”). The main features that served as the basis for a comparative analysis of the American and European higher education assessment systems are: the powers of the government in the field of assessment; formulation of assessment objectives; identifying the most important aspects of the assessment; methods of decision-making and, finally, the organization of the educational process itself.
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