Categorical analysis of the concept of «monitoring the quality of higher education» in modern scientific discourse

The article is devoted to clarifying the content and conceptual foundations of the category “monitoring the quality of higher education”, taking into account current scientific approaches and trends in the development of the educational sphere. The author defines the semantic and content characteristics of this concept, which include dynamism, objectivity, evidence, systematicity, analytical and informational orientation, integration and contextuality. The author identifies the main approaches to understanding the monitoring of higher education quality - systemic, qualimetric, technological and sociological - each of which focuses on a particular aspect of the functioning and evaluation of the educational system. The structural and functional parameters of monitoring are outlined, including its objects, subjects, methods, tools, functions and information resources. Based on the analysis of scientific sources and the regulatory framework, the author's interpretation of the concept of “monitoring the quality of higher education” is proposed, which is considered as a systematic process of monitoring, collecting, analyzing and interpreting data on the state of educational activities aimed at tracking the effectiveness of the internal quality system and identifying the compliance of learning outcomes with the requirements of legislation and established standards, the needs of stakeholders and the expectations of society, forecasting the development of the educational system and making effective decisions. The author of the article interprets the monitoring of higher education quality in a multidimensional paradigm, considering it simultaneously as an integral system, a dynamic process and an analytical tool that provides for the formation of reasonable conclusions about the state of the educational system.