THE QUALITY OF HIGHER EDUCATION IN UKRAINE IN THE CONTEXT OF THE BOLOGNA PROCESS

European integration of Ukraine actualizes the problem of the determination of the quality of higher education conception and its conformity to the European conception of the quality of higher education (ECQHE). It is becoming clear, that contradiction between formal adoption of the ECQHE in Ukraine and the fact that, really, the national conception and system of the ensuring of the quality of higher education have not been formed. One can name the indications of the formal adoption of the ECQHE in Ukraine. First of all, it is entry to the Bologna process in 2005; ? signing of the Bergentine, London and Belgian (Leuven) communiqué; ? recognition of the main Bologna documents that characterize the quality parameters of the ECQHE; ? joining the organizations being the subjects of the Bologna Process etc. As to the of the actual absence of the formation of the national conception and system of the guarantee of the quality of higher education, coordinated with the ECQHE, it is manifested itself in the following. Firstly, the discussion has not been completed and the nationwide consensus have not been achieved as to the assignment of higher education in the system of the continuing education in the unity of its formal and informal components, in particular, as to the following: intermediate (short), integrated and doctor cycles; academic and professional types; role and place in the number of the professional kinds (professional-technical, technical school, university) education: compatible lists of branches ,directions, specialties for all cycles of higher educational institutions. Secondly, it is not involved in the full the competence and credit approaches to the working out of the national system of qualifi cations, renewal of standards, educational content and models of the professionals. Thirdly, the integration of study and research at all cycles of higher education have not been taken as the imperative. Fourthly, the balance between quantity and quality indicators of the higher school and its resources (staffi ng, fi nancial, information, research, material-technical and others) and their results have not been determined. Fifthly, the indications and criteria of the qualitative higher education have not been formed, selection of its applicants and institutions does not occur on the grounds of quality. Sixthly, the totality of measures as to the ensuring of the quality of higher education has not presented the complete system yet, in which the main diffi culties are seen as organization and carrying out of monitoring and evaluation of the results of the higher educational institutions activity; realization of the systematic and effective measures on improving the quality of higher school.