MONITORING PRACTICES OF CURRICULA IN HIGHER EDUCATION INSTITUTIONS

Curriculum monitoring has become a central instrument of quality assurance in higher education, linking institutional strategy with the continuous improvement of teaching and learning. This article examines the practice of monitoring curricula in higher education institutions (HEIs), clarifying its conceptual foundations, organizational mechanisms, and evaluative criteria. Drawing on a review of academic literature and normative quality-assurance frameworks, the study identifies the principal objects of monitoring — learning outcomes, course content, teaching methods, assessment procedures, and stakeholder feedback — and describes the cyclical model through which data are collected, analyzed, and translated into curricular revision. The findings indicate that effective monitoring depends less on the volume of data gathered than on the institutional culture that converts evidence into decisions. The article concludes that a systematic, participatory, and technology-supported monitoring practice strengthens the relevance, coherence, and international competitiveness of academic programs.