IMPLEMENTATION OF THE BELGIAN MODEL FOR QUALITY ASSURANCE IN IT SPECIALIST TRAINING WITHIN UKRAINE'S PROFESSIONAL PRE-HIGHER EDUCATION

Abstract

Background. The relevance of this study is driven by the protracted workplace onboarding of graduates from professional pre-higher education institutions (hereinafter: PPHEIs), which stems from rapid technological shifts in the IT sector contrasted with the slow-paced revision of applied computer science curricula; a persistent imbalance between theoretical instruction and practical training; and limited industry engagement in designing, updating, and modernizing educational programs. Addressing these challenges requires examining and adapting successful European IT training frameworks within Ukrainian PPHEIs specifically the Belgian model, which effectively bridges the theory-practice divide by directly embedding industry-specific competence frameworks (e-CF, Agoria) into the learning process.

Purpose. To substantiate actionable recommendations for adopting the advanced practices of Belgian colleges and universities of applied sciences into Ukrainian PPHEIs to elevate the quality of IT specialist training.

Methods. The study draws on the analysis and systematic synthesis of educational practices across 27 Belgian vocational institutions and universities of applied sciences (professional higher education). The research design employs comparative pedagogical analysis, textual analysis of regulatory and methodological documents (e-CF 2.0, Agoria), thematic clustering followed by analytical structuring, and comparative evaluation of quality monitoring frameworks (PDCA, CAF, PSAF, SOAR).

Results. The key dimensions of the Belgian educational quality assurance model were identified, underpinning four sets of practical recommendations for Ukrainian PPHEIs. In curriculum design, the integration of the European e-Competence Framework (e-CF) and the "Agoria 12 ICT Roles" is recommended, alongside introducing competency clusters from the first year of study through permanent employer advisory boards. Furthermore, the rationale for expanding evening and modular study formats equipped with mechanisms for the Recognition of Prior Learning and validation of non-formal/informal experience (RPL, VAE) is demonstrated. To ensure authentic learning, the study proposes instituting industry-commissioned project-based learning, engaging practitioners in building hands-on training labs, and establishing a network of "Career Observatory" centers. In quality governance, the integration of BI dashboards, learning analytics, e-portfolios, and digital quality maps is substantiated, complemented by automated faculty workload accounting (the UOTR model) supported by dedicated quality coordinators. For student guidance and retention, institutionalizing peer tutoring is recommended, reinforced by academic success services, compensatory bridging courses, pedagogical coaching centers for industry practitioners-turned-instructors, and unified student support hubs (one-stop service centers).

Conclusions. A comprehensive adaptation of the Belgian applied model for quality enhancement will drive the systemic modernization of curricula within Ukraine’s professional pre-higher education system. This strategy will establish an agile framework for cultivating competitive IT graduates who fully meet current labor market demands. Implementing the proposed recommendations curriculum modernization benchmarked against e-CF and Agoria, the expansion of project-based learning, and the digitalization of quality assurance will align PPHEI graduate training with European quality benchmarks.