СИСТЕМАТИЗАЦІЯ ПРАКТИК ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ПРОФЕСІЙНОЇ ОСВІТИ В ІСЛАНДІЇ ТА БЕЛЬГІЇ

Relevance. Ensuring the quality of professional training for future specialists is the primary goal of vocational education. Improving learning outcomes will reduce the qualification gap and increase public trust. In current conditions, the experience of vocational training for young people in EU countries is of significant interest for reforming Ukraine's vocational education system. Specifically, a comparative analysis of Iceland's and Belgium's approaches to systematizing management practices, identifying commonalities and differences in their quality assurance strategies for vocational education, is of particular interest. Purpose: To identify commonalities and differences in the approaches to quality assurance in vocational education in Belgium and and Iceland. Methods: Systematization and comparative analysis of quality assurance practices in vocational education in Iceland and Belgium. Results: A comparative analysis of management approaches to quality assurance in vocational education institutions in Iceland and Belgium was conducted. This analysis was based on an examination of national frameworks, legislation, the activities of key organizations, internal/external evaluation mechanisms, and the role of national/European qualification frameworks. Conclusions: Iceland utilizes the Icelandic Quality Assurance Agency for external reviews and mandates internal evaluations for institutions. In Belgian Flanders, NVAO operates for educational accreditation, alongside a system for validating acquired competencies. In the Belgian regions of Wallonia and and Brussels, AEQES is responsible for evaluating the quality of educational institutions. Common features in the quality assurance practices of both countries were identified: harmonization of European traditions and national specificities; effective combination of internal self-evaluation and external evaluation; the presence of effective mechanisms for involving all stakeholders in quality assurance; an orientation towards learning outcomes; and compliance with European frameworks (EQF, EQAVET). Differences were also characterized: Iceland's management system is centralized, while Belgium's is decentralized; Belgium has a bi-national agency; Iceland uses digital journals for quality assurance, whereas Belgium uses the VAC system. At the same time, ensuring quality education in both countries is complex, particularly across the different regions of Belgium.