ENHANCING THE INTERNAL QUALITY ASSURANCE SYSTEM OF VOCATIONAL EDUCATION IN UKRAINE: RECOMMENDATIONS BASED ON THE DUTCH EXPERIENCE

Abstract

Background. Developing effective internal quality assurance systems (IQAS) in vocational education institutions stands as a strategic priority of Ukraine’s national educational policy in the context of European integration and post-war recovery. Despite an established legislative framework, domestic IQAS practice is characterized by excessive bureaucratization, a deficit in digital analytical culture, formal employer engagement, and low learner agency. Under these circumstances, an objective need arises to examine and adapt successful international experience, particularly that of the Kingdom of the Netherlands, which operates a balanced, decentralized vocational education quality model (MBO sector).

Aim. The aim of the study is to conduct a comparative institutional analysis of internal quality assurance systems for vocational education in Ukraine and the Netherlands, and, on this basis, to elaborate evidence-based practical recommendations for transforming the domestic IQAS model.

Methods. Theoretical methods: analysis, synthesis, systematization, and generalization to examine the regulatory and legal framework, methodological materials, and scholarly works of domestic and foreign researchers on quality assurance in vocational education; structural-functional analysis to explore the structure and interaction mechanisms of vocational education stakeholders in Ukraine (MES, SQE, NAES of Ukraine, VEIs) and the Dutch MBO system (Ministry of OCW, Education Inspectorate, SBB, MBO Raad, ROC/AOC colleges); comparative methods: comparative pedagogical and institutional analysis to contrast domestic and Dutch models, identifying institutional divergence, invariant components, and the operational specifics of internal quality assurance systems; empirical methods: content analysis and documentary analysis for the critical review of analytical reports from international institutions (ETF, CEDEFOP), the National Reference Point EQAVET in the Netherlands (NRP EQAVET), the Dutch Inspectorate of Education, and empirical materials from the SQE of Ukraine; predictive methods: modeling and extrapolation to provide scientific justification for practical recommendations on implementing progressive Dutch experience into national educational practice.

Results. The effectiveness of three levels of quality assurance has been proven: at the national level the implementation of risk-based supervision by the Inspectorate of Education and nationwide monitoring of student satisfaction (JOB-Monitor); at the sectoral level coordination of the qualification structure and mandatory accreditation of work-based learning positions by the SBB Foundation; at the institutional level high autonomy of teaching teams, final assessment conducted by independent examination boards, and horizontal peer review within the Kwaliteitsnetwerk mbo network. Practical recommendations for transforming the domestic IQAS model based on the Dutch experience have been scientifically substantiated.

Conclusions. Comparative analysis demonstrated the need for a paradigm shift in Ukraine’s IQAS: transitioning from external administrative oversight to building institutional capacity, a culture of trust, peer review, and digital data triangulation. Implementing the Dutch experience will enable the transformation of IQAS into a self-regulating instrument for the continuous enhancement of skilled professional training aligned with the demands of the modern labor market.