Abstract:

The article provides a substantiated analysis of the British model of quality assurance of master’s training, which in the context of globalization is becoming one of the most mature and effective in the world. The relevance of the study is due to the need to reform Ukrainian master’s education in the context of European integration and post-war reconstruction, where the British experience of balancing between the institutional autonomy of universities and strict external audit offers valuable strategic guidelines for the modernization of domestic higher education.

The purpose of the article is a comprehensive analysis of modern transformations of the British model of quality assurance of master’s training and the determination of strategic guidelines for the modernization of the higher education system of Ukraine on this basis. It is found that the model has evolved from teaching control to a complex hierarchical structure of institutional responsibility, supplemented by the supervision of specialized agencies. A fundamental feature of the system is the recognition of the university as the main entity responsible for academic standards, which is implemented through the transition to the concept of «continuous improvement». 

Particular attention is paid to internal architectural qualities, in particular the role of specialized committees that ensure the vertical integration of management processes according to the logic of «input - process – output». The significance of the «Quality Code of Higher Education of the United Kingdom» as an authoritative source of requirements that harmonizes internal university procedures with the European ESG standards is analyzed. The institution of external examiners is characterized as a mechanism that ensures the objectivity of assessment and the equivalence of master’s degrees between free institutions.

New drivers of change in British master’s education are highlighted: increased studentcenteredness through feedback tools, the transition to risk-based regulation and digital monitoring through «learning analytics». The growing influence of employers within the framework of «degree apprenticeships» and the principles of integrating sustainable development into educational frameworks is separately noted. The challenges of transnational education associated with the risks of «rituals of conformity» in international partnerships are revealed.

It is substantiated that for Ukraine the key guidelines are the transition to a model of institutional responsibility of universities, the development of a system of independent external expertise and the construction of the quality of the internal culture. It is concluded that the British model demonstrates the synergy of trust in the professionalism of the teacher and strict public accountability of the institution.

Keywords: Great Britain, quality assurance, professional training of masters, monitoring, quality of education, student-centeredness, digitalization, national guidelines, modernization of higher education in Ukraine.

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