Page 3 - Annotation

– Systematizing methods for managing the quality assurance system of higher
education, along with proposing an author's interpretation of the concept of
«management of the quality assurance system of higher education»;
– Determining tasks and directions for the development of the sphere of
governance in the quality assurance system of higher education;
– Developing a new management structure for the quality assurance system of
higher education in the context of expanding university autonomy;
– Formulating recommendations for improving the management of the quality
assurance system of higher education.
The following scientific provisions are submitted for protection:
1) Quality assurance focuses on creating a culture of continuous improvement
in education by setting clear goals and processes to achieve it and meet the
expectations of all stakeholders. For the formation of such an environment, it is
important to have a unified interpretation of the norms of legislation and to ensure
uniform approaches in law enforcement practice. As a result, of the analysis of the
theoretical foundations and legislation, it proved that there is a necessity to
introduce into the Law of the Republic of Kazakhstan «On Education» the basic
concepts in the field of quality assurance of higher education. Namely, there are
«quality assurance of higher education», «quality assurance system of higher
education», and «management of the quality assurance system of higher
education».
2) The analysis of foreign experience in the development of the higher
education quality management system has made it possible to determine the
potential for relaying positive management decisions, with the main role being
assigned to universities themselves with an effective system of internal quality
assurance, accreditation of universities, and educational programs. The quality
assurance system is managed by a national body that is professionally independent
of the authorized body, making independent decisions regarding the recognition of
accreditation bodies and providing support to universities in matters related to
quality assessment and management.
3) Based on the analysis of public administration of the quality assurance
system of higher education and the results of sociological research, it is proven that
preventive control is a bureaucratic and formalized procedure that restricts the
participation of stakeholders, insufficiently encourages education subjects to a
creative approach and does not stimulate their initiatives aimed at achieving high
quality.
4) The results of the analysis of the higher education quality control system
allow us to consider it as a sphere of interaction between the interests of the state,
accreditation bodies, and universities, where all subjects can influence the
functioning and development, and be responsible for creating the necessary
conditions for making managerial decisions. Taking this into account, a new
management structure of the quality assurance system in higher education has been
formed based on the interaction of stakeholders at various levels. This structure
aims to ensure the openness of the quality assurance system in higher education;

transition to tripartite responsibility, to expand participation, and strengthen the