INDEPENDENT ASSESSMENT OF VOCATIONAL LEARNING OUTCOMES: UK AND IRISH EXPERIENCES FOR THE DEVELOPMENT OF QUALIFICATION CENTRES IN UKRAINE

Abstract

Relevance. This article provides a comprehensive analysis of the British and Irish models of independent assessment of learning outcomes and validation of occupational qualifications, aiming to develop actionable mechanisms for their adaptation within the qualification centre network in Ukraine. It identifies key operational challenges within the domestic assessment landscape: methodological heterogeneity of assessment tools, low levels of procedural standardisation for evidence verification, and assessor bias. Based on a synthesis of British and Irish practices, the paper substantiates the deployment of a phased operational model for qualification centres that encompasses diagnostic guidance, two-stage assessment, internal verification, and final certification.

Purpose. To conduct a comparative analysis of independent assessment procedures for vocational learning outcomes in the United Kingdom and Ireland, identify institutional quality assurance mechanisms, and delineate pathways for adapting European best practices to enhance the performance of Ukrainian qualification centres and the broader national system for validating occupational qualifications.

Methods. The study employs: literature and document analysis and synthesis (scholarly sources, regulatory frameworks, and methodological guidelines) to establish the statutory foundations and methodological principles underpinning independent assessment systems; comparative analysis to contrast the UK and Irish assessment frameworks, identifying commonalities, divergences, and operational merits; systems and structural-functional analysis to examine the interaction between regulatory bodies, qualification centres, and quality assurance workflows as an integrated whole; modelling to design an adaptive, phased operational framework for Ukrainian qualification centres; and synthesis to generate evidence-based recommendations for implementing internal and external verification mechanisms and digitalising assessment and recognition pipelines.

Results. Drawing on European best practices, an adaptive operational framework tailored for Ukrainian qualification centres is articulated and substantiated. A core strategic component of the proposed framework is the rollout of an "E-Qualification Centre" module within the National Qualifications Agency (NQA) Register of Qualifications, incorporating e-Portfolio management, automated risk assessment, and mandatory video recording of assessment sessions. Actionable recommendations are formulated to enhance assessment objectivity, harmonise national occupational standards with European benchmarks, and facilitate the mutual recognition of occupational qualifications.

Conclusions. The study demonstrates that mitigating systemic bottlenecks within Ukraine's qualification centre infrastructure requires adopting an adaptive framework that integrates British and Irish quality verification standards. Digitalising assessment workflows, automating risk management, and deploying video-recorded evidence are identified as decisive instruments for safeguarding objectivity. Implementing these regulatory, institutional, and digital interventions establishes a robust foundation for curtailing corruption risks and aligning the Ukrainian qualification validation system with European labour market requirements.