scholarly journals Implementation of the Bologna system in higher education in Russia: problems and results

2021 ◽  
Vol 121 ◽  
pp. 01004
Author(s):  
Larisa Nikolaevna Nabilkina ◽  
Ekaterina Aleksandrovna Nikolaeva ◽  
Olga Nikolaevna Chelyukanova
Keyword(s):  
Higher Education ◽  
National Identity ◽  
Bologna Process ◽  
Scientific Activity ◽  
Educational Process ◽  
University Education ◽  
Main Research ◽  
Advantages And Disadvantages ◽  
European Area ◽  
The Bologna Process

The article is devoted to the analysis of the problems and prospects of Russia’s innvolement in a single European area of higher education, better known as the Bologna process, its purpose being to create an unlimited scientific environment in the field of education and scientific activity. The study aims to consider the features of Russia’s entry into the Bologna system, analyze the advantages and disadvantages of this process, and outline the importance of higher education in the formation of national identity and national mentality. The main research methods are system-analytical, comparative and axiological ones. Also, the study employs other methods relevant to the objectives of the work: the method of sociological observation, description, linguoculturological analysis. The problem of higher education integration is debated a lot in the pedagogical community. Our teachers, methodologists, culturologists also participate in scientific discussions. Despite a number of advantages, Russian education does not quite fit into the context of Western culture: the unification of the educational process leads to the destruction of scholarly traditions, the ideas of “educational tourism” and “double” diplomas cannot be fully implemented, especially in provincial universities, Russian universities fail to take their worthy place in international rankings. As a result, the authors of the article come to the reasonable conclusion that the task of the cultural and educational community is to preserve national identity, basic values, traditions of elite imperial education and their integration into European educational space. The main mission of university education is the formation of a universal educational idea based on the priority of the humanities. This is what scientists and educators should strive for, regardless of nationality and linguistic affiliation.

scholarly journals STRATEGY OF INTERNATIONALIZATION AS A KEY PRIORITY OF UNIVERSITY EDUCATION DEVELOPMENT IN UKRAINE

2018 ◽  
pp. 38-46
Author(s):  
Olga Vyhovska ◽  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Bologna Process ◽  
International Standards ◽  
University Education ◽  
Internationalization Of Higher Education ◽  
Institutional Strategy ◽  
The World ◽  
The Bologna Process

The article deals with the theoretical analysis of the problem of internationalization of higher education in the context of introducing reforms of the Bologna process in the European region and, in particular, in Ukraine; the historical periods of formation of the internationalization of higher education from the moment of the first European universities emerged; it was determined that universities at their institutional level are important participants in internationalization and, in accordance with local specifics, their understanding of the objectives of ensuring the quality of education and development priorities must develop their own strategies for internationalization; on the example of the Grinchenko University it is substantiated that the development of the institutional strategy of internationalization is one of the key priorities of the development of university education in Ukraine. Modern information and communication technologies, the rapid development of distance learning, the growing popularity of Internet universities form a single world educational market in which higher education institutions from different countries of the world, without restricting themselves national borders, offer their services in conditions of strict international competition. The processes of Ukraine’s integration into the world educational space, in particular its accession to the Bologna Process, determine the creation of a competitive sphere of Ukrainian higher education. The urgency of the problem of internationalization, which reflects the idea of openness of education and science in the world and has significant modernizing potential, lays the foundation for its scientific reflection on the integration into the national context of the best international standards of higher education quality. These imperatives should serve as a guideline for the institutional strategy of internationalization as a key priority for the development of university education in Ukraine in order to increase the competitiveness of Ukrainian higher education institutions and their integration into the European educational space.

scholarly journals The Bologna Process Engagement of Ukraine: Twelve Years Towards the European Educational Process

2017 ◽  
pp. 45-63
Author(s):  
Evgen Khan
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Educational Process ◽  
Strategic Partner ◽  
Bologna Declaration ◽  
Higher Education System ◽  
Academic Level ◽  
European Standards ◽  
The Government ◽  
The Bologna Process

The integration and deepening cooperation with Europe within the scope of higher education remains essential for the European integrative aspirations of Ukraine. For years, our country has been a strategic partner of Europe. Since Ukraine gained its independence, the government kept on declaring ambitions to implement the European principles in all sectors of life. So does it concerning the sphere of higher education. In 2005 Ukraine signed the Bologna Declaration and therefore officially joined the Bologna process. To this end, Ukraine assumed obligations to partake in reforming the system of higher education and to implement the European standards of education therein. For many years Ukraine was closely cooperating with European countries within the framework of science and education. Over twenty five years a series of international agreements have been signed between Ukraine and the countries of Europe, both at governmental level and that of the Ministries of Education. Moreover, a number of interdepartmental agreements have been signed at the academic level. May 19, 2017 marks the twentieth anniversary of the Bologna declaration accession of Ukraine. Twenty years of experience of Ukraine’s participation in the Bologna process still generate interest and provoke discussions within the Ukrainian society, foremost in the academic world, as well as among students, professors, politicians, officials, analysts and experts. This article investigates the key elements of Ukraine’s participation in the Bologna process. It as well covers the European-oriented reform of the higher education system for over ten years and analyses the efficacy and success thereof. The article emphasizes benefits and drawbacks of Ukraine’s joining the Bologna process.

scholarly journals Organization of methodological support of the educational process in higher education

2021 ◽  
pp. 863-871
Author(s):  
Irina Nikolayevna Odarich ◽  
Tatyana Gavriilovna Sobakina ◽  
Sergey Alekseevich Gorovoy
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Bologna Process ◽  
Approaches To Learning ◽  
Educational Process ◽  
Modular System ◽  
Learning Tools ◽  
Holistic Concept ◽  
The Creation ◽  
The Bologna Process

The creation and improvement of modern information technologies require higher education institutions to introduce new approaches to learning, ensuring the development of communicative, creative and professional knowledge, and the need for self-education. The introduction of information technology in the educational process of universities is moving to a new stage - the introduction of new multimedia educational materials. A large number of diverse information resources are being created in Russia, which have significantly improved the quality of educational and scientific activities. More and more often multimedia technologies are used in training, the spectrum of which has expanded significantly: from the creation of training programs to the development of a holistic concept for building educational programs in the field of multimedia, the formation of new learning tools. Methodically, the textbooks are structured in such a way that they meet the programs of leading universities in Europe and the requirements of a credit-modular system for organizing the educational process, which laid the foundation in our country like the ECTS system adopted in the Bologna process. The practical value lies in the fact that the textbooks allow students, bachelors, masters and graduate students of technical universities to independently master the knowledge of modern electronics. The materials of the textbook will help specialists in practice in the development, implementation and operation of electronic devices and systems, which are an integral part of electrical, radio engineering, telecommunications, computer, biomedical and other devices and complexes, technological equipment for automating technological processes, marine, space and defense equipment.

scholarly journals THE QUALITY OF UNIVERSITY STUDIES: MANAGEMENT ASPECT

2011 ◽  
Vol 3 (3) ◽  
pp. 4-7
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
University Education ◽  
Study Quality ◽  
University Management ◽  
Massification Of Higher Education ◽  
Higher Education Quality ◽  
The University ◽  
The Bologna Process

In recent years attention to quality of studies is not decreasing. Lots of different level and type articles have been written, books and other literature have been published. On the other hand, over the last few years different national, regional and international science conferences and symposiums took place. So, it is obvious, that the concern in the university study quality is really huge. However, the essence of the matter lies somewhere deeper. The main goals, formulated in Bologna declaration, had to be implemented by 2010. However, now it becomes clear, that some of the vitally important things were not realised and there are more and more doubts if they will, on the whole, be carried through. The Bologna process itself is not sought to be analysed. What interests us firstly, is the quality of studies’ management question. Various researches reveal that the university study quality in some countries has significantly decreased even measuring according to the most minimal criteria. First of all, this is because most universities are oriented into providing service. It is known, that service University is not capable to ensure the proper quality of the studies and of provided education at the same time. Mass universities meant for mass usage. University education is more and more “Mc.Donaldized” (Lamanauskas, 2011a). Thus, the problem of the quality of studies remains the key problem in nowadays university work. It is understandable, that different countries have different experience in this field both in horizontal and vertical sense. The quality of studies conception despite all efforts remains diverse and has multiple meanings. Paraphrasing a familiar soviet times’ statement (“from everyone – according to possibilities, for everyone – according to demands”), one can state, that higher education can’t be provided according to demands, and it can’t be required from graduates according to their abilities and possibilities. Massification of higher education in a direct way negatively affects the quality of studies (process), as well as higher education quality (result). This is the essential risk in university management. Key words: education policy, quality of studies, management, university education system.

Transformation of higher education: overcoming the conflict of competence and fundamentality

Ergodesign ◽  
2020 ◽  
Vol 2020 (3) ◽  
pp. 107-119
Author(s):  
Oleg Suharev ◽  
Valeriy Spasennikov
Keyword(s):  
Higher Education ◽  
Basic Education ◽  
Bologna Process ◽  
University Education ◽  
Strategic Development ◽  
Advantages And Disadvantages ◽  
Institutional Competition ◽  
Fundamental Education ◽  
Natural Result ◽  
Build Systems

The purpose of the paper is to analyze the problems of transformation of higher education in Russia, expressed in the transition to a competence-based approach, which became a natural result of the introduction of the so-called “Bologna process”. The research methodology consists of a comparative taxonomic analysis of basic education and education obtained by competencies, with the identification of potential advantages and disadvantages. The introduction of new standards in the field of education, not of Russian origin, is considered by the authors as the result of defeat in institutional competition, which does not exceed arguments about the unity of diplomas or educational space. For the strategic development of Russia, it is necessary to build systems of higher education according to its own rules, focus on basic fundamental education, and consider the acquisition of certain competencies as an auxiliary action at the next stages of improving personnel of higher qualifications, when fundamental education has already been obtained. Thus, it is proposed to take the competence approach beyond the boundaries of university education to the stage of postgraduate professional development and additional training.

scholarly journals Possibilities for economic adjustments educational process in the ЕurАsЕС countries

2021 ◽  
Vol 82 (4) ◽  
pp. 263-271
Author(s):  
I. J. Iskakov ◽  
E. E. Lanina ◽  
V. Y. Kucherenko ◽  
G. V. Alekseev ◽  
G. N. Egorova
Keyword(s):  
Higher Education ◽  
United States ◽  
Bologna Process ◽  
The United States ◽  
Current Situation ◽  
Educational Process ◽  
Highly Qualified ◽  
Fundamental Research ◽  
State Of Affairs ◽  
The Bologna Process

The paper attempts to analyze the problems of adjusting the educational process in the EurAsEC countries that have arisen in recent decades in case of unforeseen circumstances. At the end of the 20th century, the ideas of globalization of all areas of the world community's activity led in the field of higher education to a thirst for immediate changes. What prompted the concern of the leading universities in Europe, which train highly qualified for the real sectors of the economy? An analysis of the current situation showed that the realities existing at that time pushed people to action, since analysts of higher education have repeatedly noticed that in the field of many areas of fundamental research, Europe is significantly inferior to the United States. Also noteworthy is the identity of the Nobel laureates. Independent commentators, beyond any emotion, pointed out that the United States has always invested significant amounts of money in the development of science. These problems gave rise to the Bologna process of reforming higher education in Europe. In this regard, the problems are considered and the prospects for the creation and development of a single educational space on the territory of the member states of the Eurasian Economic Union, considered by the authors as an important component of economic integration in the post-Soviet space, are identified. From the standpoint of taking into account foreign experience, as well as existing elements of educational integration within the framework of such associations. as EurAsEC, SCO, CIS, the main directions of integration interaction in the field of education of the EAEU countries are highlighted. The authors made attempts to formulate ways out of the current situation in the Eurasian educational space, especially in cases of unforeseen environmental conditions, such as a pandemic. Although in the educational space under consideration, the state of affairs with the organization, and in particular with funding, research and science is worse, this should not lead to ignoring the interests of both the students themselves and educational organizations in general. Insufficient funding is aggravated by many other factors, which together lead to the conclusion that EurAsia needs innovations designed to “modernize” the structure of education.

scholarly journals TRENDS OF COMPETENCE-ORIENTED PROFESSIONAL TRAINING OF FUTURE PROFESSIONALS IN THE UNIVERSITIES OF UKRAINE

2021 ◽  
Vol 1 (192) ◽  
pp. 19-22
Author(s):  
Natalia Savchenko ◽  
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Professional Training ◽  
Professional Competence ◽  
Scientific Activity ◽  
Educational Process ◽  
University Education ◽  
Modern World ◽  
Professional Activity ◽  
Education Development

The article analyzes the current problems of educational policy in general and outlines the strategies for training future professionals and trends in competency-based training of future professionals in Ukrainian universities as its component. It is emphasized that the competence approach is the main direction of renewal of vocational education in the modern world, which provides a position in the educational process, which contributes to the experience of a holistic systemic vision of professional activity, systemic actions in it, solving new problems and tasks. Analysis of the works of leading scientists of today shows a significant interest in the problems of formation and development of professional competence in higher education, the application of the competence approach in the formation of future professionals; characteristics of competence in the education of foreign countries, the emergence and formation of a competency approach. The vector of higher education development makes it possible to identify a range of trends that confirm the transformation and allow to predict certain changes and design appropriate actions. Among them, we focus on those that are a direct indicator of changes in the organization and construction and conduct of the educational process in higher education institutions, in particular in universities: the accumulation of knowledge; gender policy; humanitarian knowledge; use of available resources; development of paradigms; development of scientific activity; development of the world ICT market; ethno-national processes; media globalization; development of the socio-cultural situation in society; innovation and investment activities, etc. This, of course, is not a complete list, but it is these positions that define the broad panorama of approaches that characterize modern university education. Сompetence (competency) is a dynamic combination of knowledge, skills, values ​​and personal qualities that describe the learning outcomes of the educational / curriculum and is the basis of the qualification of the graduate. Competencies are considered as the powers given to a person, the range of official (and other) rights and responsibilities. Thus, when talking about the implementation of the competency approach, we must outline the expected / obtained learning outcomes in accordance with the assigned qualifications.

scholarly journals UNIVERSIDADE E CRISE INSTITUCIONAL: perspectivas de uma formação humana

2017 ◽  
Vol 3 (6) ◽  
pp. 274
Author(s):  
Maria José de Pinho
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Professional Competence ◽  
Bologna Process ◽  
Educational Process ◽  
New Paradigm ◽  
Contemporary Reality ◽  
The University ◽  
Traditional Paradigm ◽  
The Bologna Process

A universidade brasileira do século XXI tem enfrentado adversidades multidimensionais no âmbito do ensino e da pesquisa. Sua estabilidade tem percorrido um labirinto de inferências que a impede de adentrar o espaço educativo para se desenvolver em um processo educacional que atenta à sua função social e humanística, perante uma sociedade desacreditada de possibilidades superadoras. Nesse sentido, buscamos fazer uma reflexão da transição do paradigma conservador para paradigma emergente e sua influência no contexto da universidade do século XXI na perspectiva de uma visão complexa da realidade contemporânea. Buscamos contextualizar a universidade como protagonista na construção de um novo paradigma para educação. O repensar das instituições de ensino superior a partir do Processo de Bolonha tendo em vista uma educação superior voltada para competitividade  e para a competência profissional. Os desafios da universidade para este século tanto nos aspectos filosóficos e epistemológicos na percepção da complexidade humana e da pertinência do conhecimento mediante a superação do conhecimento fragmentado e compartimentalizado, colaborando para o autoconhecimento e para o diálogo entre os saberes.   PALAVRAS-CHAVE: Paradigma Tradicional. Paradigma Emergente. Universidade. Processo de Bolonha. Pensamento Complexo.     ABSTRACT The Brazilian university of the 21st century has faced multidimensional adversities in teaching and research. Its stability has gone through a labyrinth of inferences that prevents it from entering the educational space to develop in an educational process that attentive to its social and humanistic function, before a discredited society of surpassing possibilities. In this sense, we seek to reflect on the transition from the conservative paradigm to the emerging paradigm and its influence in the context of the 21st century university in the perspective of a complex view of contemporary reality. We seek to contextualize the university as protagonist in the construction of a new paradigm for education. The rethinking of higher education institutions from the Bologna Process towards higher education focused on competitiveness and professional competence. The challenges of the university for this century in both the philosophical and epistemological aspects in the perception of human complexity and the relevance of knowledge by overcoming fragmented and compartmentalized knowledge, collaborating for self-knowledge and for dialogue between knowledge.   KEYWORDS: Traditional Paradigm. Emergent Paradigm. University. Process of Bologna. Complex Thinking.     RESUMEN La universidad brasileña del siglo XXI ha enfrentado adversidades multidimensionales en el ámbito de la enseñanza y la investigación. Su estabilidad ha recorrido un laberinto de inferencias que le impide adentrar el espacio educativo para desarrollarse en un proceso educativo que atenta a su función social y humanística ante una sociedad desacreditada de posibilidades superadoras. En ese sentido, buscamos hacer una reflexión de la transición del paradigma conservador hacia paradigma emergente y su influencia en el contexto de la universidad del siglo XXI en la perspectiva de una visión compleja de la realidad contemporánea. Buscamos contextualizar la universidad como protagonista en la construcción de un nuevo paradigma para la educación. El repensar de las instituciones de enseñanza superior a partir del Proceso de Bolonia con vistas a una educación superior dirigida a la competitividad y la competencia profesional. Los desafíos de la universidad para este siglo tanto en los aspectos filosóficos y epistemológicos en la percepción de la complejidad humana y de la pertinencia del conocimiento mediante la superación del conocimiento fragmentado y compartimentalizado, colaborando para el autoconocimiento y para el diálogo entre los saberes.   PALABRAS CLAVE: Paradigma Tradicional; Paradigma Emergente; Universidad; Proceso de Bolonia; Pensamiento Complejo.

scholarly journals Bologna Process in Ukraine: The Decade Anniversary

2016 ◽  
Vol 66 ◽  
pp. 103-112 ◽  
Author(s):  
Sofiya Nikolaeva
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Bologna Process ◽  
Educational Process ◽  
Research Implementation ◽  
Investigation Methods ◽  
Key Issues ◽  
Pros And Cons ◽  
European Higher Education ◽  
The Bologna Process

The article presents the results of the analysis of achievements and shortcomings of Ukraine in joining the European Higher Education Area. For the research implementation the ten-year period of the Bologna process in Ukraine is divided into four stages (steps): step 1 – from Bergen to London; step 2 – from London to Leuven; step 3 – from Leuven to Bucharest; step 4 – from Bucharest to Yerevan. Within each of the stages the appropriate investigation methods are used. In general, the following techniques are applied: review of documents and publications; survey of students, PhD students and professors; observation of the educational process and reflection; testing of bachelors, masters and PhD students, data collection; overview of the official sites of Ukrainian universities. For each of the stages identified pros and cons are considered. It has been concluded that per decade Ukraine has achieved a lot, but many of the key issues need solution.

scholarly journals USE OF COMPUTER ALGEBRA SYSTEM MAXIMA IN THE PROCESS OF TEACHING FUTURE MATHEMATICS TEACHERS

2019 ◽  
Vol 69 (1) ◽  
pp. 112
Author(s):  
Vladyslav Ye. Velychko ◽  
Andrii V. Stopkin ◽  
Olena H. Fedorenko
Keyword(s):  
Higher Education ◽  
Computer Algebra ◽  
Mathematics Teachers ◽  
Computer Algebra System ◽  
Skill Training ◽  
Scientific Activity ◽  
Educational Process ◽  
Mathematical Tasks ◽  
Computer Algebra Systems ◽  
Advantages And Disadvantages

The article is devoted to the research of a problem of the application of computer algebra systems in the course of skill training of future mathematics teachers. The possibility of study organization for students of pedagogical institutions of higher education receiving "014 secondary education (mathematics)" speciality with the use of computer algebra systems is considered. The term "computer algebra system" is understood as the software which is intended for the solving of various mathematical tasks by means of a computer with a possibility of visualization of all stages of calculations. Proceeding from the fact that the computer algebra systems are actively used in educational process all over the world and informational educational environments in the course of teaching mathematical disciplines are created on their basis, it is possible to make a conclusion that the computer algebra systems are very important components of the process of training future experts. The current state of the problem of introduction and application of the computer algebra systems in the training of future mathematics teachers is investigated. The role of the computer algebra systems in teaching mathematics subjects and general natural sciences in pedagogical establishments of higher education is defined. Such computer algebra systems as MathCAD, MatLab, Maple, Mathematica, Maxima, SAGE, and Axiom are marked out among the most modern and successfully used systems aimed at solving mathematical tasks. Arguments in favour of the use of the free computer algebra system Maxima in educational and scientific activity of students are adduced in the article. Its main advantages and disadvantages are presented. The main functional of this system is considered which allows to optimize the time of the solution of various mathematical tasks, to adjust a conclusion of the received result, to perform staged verification of correctness of calculations.

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