У статті вказано, що ефективність і якість є ключовими параметрами, за якими судят про суспільно-економічну значимість сфери освіти. Разом з тим, якщо ефективність зазвичай розглядається економічна чи економіко-управлінська категорія, то поняття якості, яка включає в себе, поряд з економічними, соціальні, пізнавальні і культурні аспекти освіти, сприймається як всеохоплююча інтегральна характеристика освітньої діяльності, її результатів.
It is indicated in article that the efficiency and the quality are the key parameters of social and economic importance of education. However, if the efficiency is generally regarded as economical or managerial category, the concept of quality, which includes not only economic, but social, educational and cultural aspects of education, is seen as a comprehensive characterization of integrated educational activities and its results. It should be noted that first of all, the quality is to make the majority of graduates comply with the requirements of the labor market in matters of their professional and qualifying characteristics, especially, considering their constant change. An improving of educational system is organically connected with other main processes of social development (economical, scientific, technical, social, political, etc.). This process is continuous and reflects the change of needs of society, both in the development of productive forces and in the field of mental life. A higher education occupies an intermediate position in a unique and indissoluble process of formation of the personality – it completes processes, which were started in families, pre-schools and secondary schools, and at the same time, it forms foundations of activity for postgraduate specialist. Among other things, all that is happening before and during higher education prepare future specialists for productive work, i.e. for the socially useful future activity. In high school, these preparatory processes are more targeted, people are preparing for activity that is more specialized. Thus, higher education differs from secondary, especially because of its professional orientation. This distinctive feature of higher education directly determines the specificity of its content, forms and methods, as well as character development. Nowadays, in terms of scientific and technological revolution, the professional structure of human activity is changing; also, there is a change of the nature and content of occupations. Some professions are disappearing, others are appearing, some areas of scientific and production activities are updating and others are conceding them a leading role.
