China’s Experience in Accreditation as Lessons for Russia

This article is dedicated to the analysis of the quality assessment system for higher education in China, referred to as the “Five in One†framework. It comprises five interrelated mechanisms: institutional quality assessment, program accreditation, international accreditation of universities and programs, self-evaluation, and monitoring of the education system. The study emphasizes the significance of examining the specifics and developmental trends of the mechanisms and procedures for quality assessment in higher education in the People’s Republic of China as a condition for enhancing the preparation of highly qualified professional personnel. It is highlighted that the formation of a national quality assessment system for higher education is based on the adoption of best international practices while preserving and cultivating “Chinese specificity.†By comparing state educational policies regarding quality assessment, content, and procedures in China and Russia, the author concludes that there are divergent developmental trajectories. Furthermore, considering the necessity of strengthening cooperation between the two countries across all socio-economic spheres, including higher education, the analysis of differences in quality assessment approaches may be beneficial for further fostering interaction at both national and inter-institutional levels. The findings of this research hold particular significance in light of expanding collaboration and enhancing the mobility of students and faculty based on transparent mechanisms for recognizing educational quality, such as external evaluation and accreditation of educational programs.