The article introduces evaluation principles of non-formal and informal learning that determine the quality of evaluation, describes stages of the evaluation procedure, differentiates their qualitative parameters and defines their criteria and indicators. It also brings in the discussion that consideration of qualitative parameters for the evaluation of non-formal and informal learning achievements in the system of higher education helps to aim at the accessibility of higher education, individualized studies and a more flexible order of the organization of studies, thus creating conditions that ensure not just the quality of evaluation, but also the quality of higher education. (Contains 2 figures and 4 tables.)