ENSURING EDUCATION QUALITY THROUGH STRUCTURAL-FUNCTIONAL INTERACTION OF EDUCATIONAL LEVELS

Abstract

The purpose of the article is to provide a theoretical substantiation and analysis of quality assurance in education within the context of continuity and structural-functional interaction among educational levels, as well as to determine the role of lifelong educational continuity in fostering successful professional self-realization. The research methodology is based on the application of systemic analysis, comparison of educational standards, generalization, and scholarly interpretation of contemporary approaches to educational quality management. The study also takes into account challenges caused by learning losses and educational gaps between different educational levels. The scientific novelty of the research lies in the fact that, for the first time, a comprehensive theoretical justification of a structuralfunctional interaction model of educational levels as an integrated system for ensuring educational quality is proposed. The synergistic effect of such interaction is identified, and its influence on academic achievement and the development of flexible skills among learners is revealed. Conclusions. The study establishes that the isolation of educational levels leads to duplication of learning content, decreased learner motivation, and reduced adaptive capacity during the transition to the labor market. It is proven that effective structural-functional interaction, which includes alignment of curricula, unification of terminological frameworks, and harmonization of competency frameworks, creates favorable conditions for improving the quality of professional training. Prospects for further research are identified in the development of unified criteria for monitoring educational quality at the transition points between educational levels in the context of Ukraine’s European integration.