| Author name |
Essence and content of concept interpretation |
Main emphasis in concept interpretation |
| Korotkov (2007) |
defines as a set of characteristics of the educational process that determine the consistent and practically effective formation of competence and professional consciousness |
quality of educational process |
| Novikov & Novikov (2012) |
It is characterized as an education system that reflects the degree of compliance of real educational results with regulatory requirements, social and personal expectations |
quality of educational outcome |
| Ozernikova & Bratishchenko (2014) |
They consider as: firstly, a set of characteristics of educational conditions, the ability of an educational institution to provide a certain level of education, determined by the parameters: material and technical base; educational base and structure of faculty; secondly, compliance with the requirements of stakeholders: identified and potential; thirdly, the ratio: costs and the result obtained (cost of training, etc.); the expected and actual result of the training (the level of employment of graduates in the specialty, etc.) |
quality of educational process and educational outcome |
| Dolya (2016) |
Defines how the results of the educational process correspond to the interests and requirements of the modern labor market in highly qualified specialists in the relevant field, as well as the needs of future professional workers in terms of personal development and professional development |
quality of educational outcome |
| Tretyakova et al. (2017) |
Considers as a comprehensive characteristic of educational activities that ensures the quality of educational programs; faculty; students; educational technologies used; logistical support of the educational process; financial security; Process Management |
quality of educational process |
