Quality is currently an often-used term in all areas of human activity. However, the measurement of quality is very problematic in the field of education, particularly if no specific, comprehensible criteria for its measurement, accepted by most subjects active in the specific sector, exist. Monitoring quality in the field of education is difficult because there is no long-term embedded quality standard and the established level can be affected not only by the selection of the chosen criteria for measurement, but also by determining specific weights when comparing the importance of the chosen criteria. The authors of this paper endeavour to point out one way of assessing the quality of publicly established universities in the Czech Republic during the academic years 2011/2012 and 2018/2019 on a basic sample of all 26 publicly established universities. The quality of the pedagogic apparatus and the converted number of students indicate that the classification of schools into categories according to the Ministry of Education, Youth, and Sports of the Czech Republic (MEYS) is possible, but the individual categories should be discussed and modified according to the assessment performed.

中文翻译：

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捷克公立大学教学过程的定性评估

质量目前是人类活动所有领域中常用的术语。然而，在教育领域，质量的衡量是非常有问题的，特别是如果没有具体的、可理解的衡量标准，为特定部门的大多数活跃的学科所接受。教育领域的质量监测很困难，因为没有长期嵌入的质量标准，既定水平不仅会受到所选衡量标准的选择的影响，而且还会受到在比较各项重要性时确定的具体权重的影响。选择的标准。本文的作者试图指出一种评估 2011/2012 和 2018/2019 学年捷克共和国公立大学质量的方法，该方法基于所有 26 所公立大学的基本样本。教学设备的质量和转换后的学生人数表明，根据捷克共和国教育、青年和体育部 (MEYS) 将学校分类是可能的，但应讨论和修改个别类别根据进行的评估。