Historical Aspects of Quality Management in Education in Ukraine

The well-reasoned view is that in pedagogical science, a retrospective look is important for gaining a comprehensive understanding of the nature and development trends of quality management systems in education, which increases the effectiveness of applying this field of knowledge in teaching practice. The purpose of the article is to present the historical aspects of the formation of a scientific view on the nature and development of quality management in education in Ukraine. The article systematizes the main historical periods of development of pedagogical principles for managing the quality of education in Ukraine and analyzes methods for monitoring students' academic achievements. It examines 7 periods: from East Slavic (6th-9th centuries) to the modern stage of Ukraine's independence and European integration (1990s to present). The evolution of pedagogical approaches to quality control of knowledge is shown – from oral exams in pre-Christian times to the modern system of written, oral and practical tests. The centralized nature of education management under the Russian Empire and in the Soviet period is emphasized. The current stage of the national education system is characterized by European integration, introduction of quality standards and independent monitoring by stakeholders, state, public. The methods of quality control of education used in modern educational institutions of Ukraine are identified and substantiated: credits and exams, testing, oral questioning, tests, practical skills verification (laboratory or practical work), self-assessment and peer assessment, monitoring, competitions and contests, external independent evaluation. The author's recommendations for improving the current quality management system of education in Ukraine at the present stage of development are provided: a) improving the system of state standards in education; b) Improving the system of licensing and accreditation of educational institutions; c) developing effective, flexible quality control mechanisms; d) involving stakeholders and public organizations in ensuring quality control of education.