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This paper presents the main results of a recent survey of private higher education institutions from twelve selected European countries (Austria, Germany, Italy, Spain, Portugal, Poland, Estonia, Bulgaria, Romania, Turkey, Ukraine, Russia) [in the framework of the UNESCO-CEPES project on "Private Higher Education in Europe and Quality Assurance and Accreditation from the Perspectives of the Bologna process Objectives," designed and implemented in collaboration with "Leon Kozminski Academy of Entrepreneurship and Management (LKAEM) and the World Bank"]. After a brief review of the current incidence of private education in the selected European countries, the authors give a description of the survey. Then the main findings are structured according to the nine goals of the Bologna Process and their corresponding level of implementation in private higher education institutions, and also to provide comparisons with public higher education institutions. The paper concludes with a discussion of the results and with some general remarks about the role of private higher education institutions in building the EHEA. (Contains 14 tables, 12 footnotes and 3 figures.)

Describes the national accreditation system for higher education institutions in the Russian Federation, including the procedure for integrated assessment of university activities by the Ministry of Education, licensing and attestation requirements, state and public professional accreditation, and the experience of Tomsk Polytechnic University in developing an internal attestation and quality assurance system. (EV)

The ranking of higher education institutions in Russia is examined from two points of view: as a social phenomenon and as a multi-criteria decision-making problem. The first point of view introduces the idea of interested and involved parties; the second introduces certain principles on which a rational ranking methodology should be based. (Author/EV)

This article describes the methodical problems of the ranking of Russian universities by the independent ranking agency RatER1 . The main features of this ranking system are public estimations of the quality of the higher education in Russia. The results of the sociological study were processed by the original statistical methods. The procedure involves the opinions of the graduate students, teaching staff, employers and independent experts. The interviews show the current state of the education system in different regions of the Russian Federation. The paper also attempts to provide some recommendations for the development of the proposed ranking method. [ABSTRACT FROM AUTHOR]