ON THE PROBLEM OF PROFESSIONAL EDUCATION QUALITY AND SYSTEMIC APPROACH TO IT

The issue of Education quality has already expanded beyond the national borders since the rapid globalisation conditions there are processes of interpenetration of philanthropic values, ideas and imaginations. Nowadays Professional Education, Science and World Art have already become the linking ties between countries and nations. Professional Education has always been and continues to remain as the biggest value in human life. And it might be the reason why the people's interests towards the Education and its quality continue to rise all over the world. This article draws mainly on the several conditions which have their positive impact on the Education Quality Assurance: a) Perception of education material or text, when the learners have the holistic imagination of the data, specifics of the text objects and the included activities' system, b) The knowledge level of the new objects and those known from the previous experience, their specifics and links, taking into account that the data related to the above mentioned objects is being strengthened in the result of monitoring, c) Practical use of theoretical and applied knowledge in the learning process, d) Evaluation of the utilised knowledge effectiveness through reflective activities, e) Change in the parameters of different activities included in the academic material based on the characteristics of the operations included in the activities and its applicability which result in the transformation of ideas and development of new logics in the ideas and insights. Thus, generally we can conclude, that the problem of modern professional education in the sense of its practicality should be mainly discussed in the terms of: a) Complex analysis of forefront education content, methods and innovative technologies, b) Work executed by the University subdivisions and structural units which ensure the effectivity of those processes, which can provide real possibilities to each learner to gain knowledge based skills necessary for the specialty in question. A more precise problem is touched upon, which is to form among numerous students holistic, structured and common knowledge, skills and competences within the specific standards, given timescale and volume, which might be useful for the formation of structured competencies.