CONCEPTUAL ASPECTS OF ASSESSING THE QUALITY OF PROFESSIONAL TRAINING OF FUTURE JUNIOR BACHELORS IN ECONOMIC COLLEGES

Abstract

The article explores the conceptual aspects of assessing the quality of professional training of future junior bachelors in economic colleges in the context of the requirements of professional pre-higher education and the modern labor market. Based on an analysis of national and international scientific sources, the content of the key concepts “quality of education,” “learning outcomes assessment,” and “quality of professional training” is clarified, and their multidimensional nature is demonstrated, encompassing both objective and subjective evaluation criteria. The study substantiates the relevance of a comprehensive approach to assessment, which includes not only control and diagnostics but also a developmental function aimed at improving learning outcomes and supporting the professional growth of students. A model of the methodological system for assessing the quality of professional training of students in economic specialties has been developed. The model is based on the integration of systemic, activity-based, learner-centered, competence-based, and criterion-referenced approaches. It is presented as an organizational and technological construct comprising target, content, instrumental, organizational-methodological, diagnostic, and result-reflective blocks, which collectively ensure the coherence and integrity of the assessment process. At the empirical stage of the study, content analysis, surveys of academic staff of economic colleges, and expert assessment were used to identify key organizational and pedagogical conditions for the effective implementation of assessment technologies. It is concluded that the assessment of the quality of professional training of future junior bachelors in economic colleges should be viewed not only as a control mechanism but also as an innovative tool for managing education quality. It provides constructive feedback, contributes to the improvement of educational programs, and creates a foundation for the sustainable professional development of students. The perspectives for further research include the development of digital assessment tools, refinement of field‑specific evaluation criteria, and the introduction of student self‑assessment mechanisms