scholarly journals Reform of higher education in Poland. Context of the bologna process

2018 ◽  
Vol 6 (9) ◽  
pp. 23-31
Author(s):  
Y. A. Lisnevskaya
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Teaching Staff ◽  
Higher Education System ◽  
Process Characteristics ◽  
Quality Of Higher Education ◽  
Leading Role ◽  
University Programs ◽  
The Bologna Process

The article presents the main directions of the transformation of the Polish higher education system to meet the growing needs of the national economy and the labor market. It is emphasized that the state reforms of higher education aimed at improving the quality of education and its orientation to the growing new society were carried out in line with the Bologna process. Characteristics of the most important principles for the creation of a single pan-European educational and scientific space are given. The process of creating state higher professional educational institutions, which have become an addition to universities and polytechnic institutions, has been considered, due to which the population’s access to free higher education has increased. The specific differences between the educational programs of Polish higher vocational schools and unified university programs are assessed. It is shown that, in accordance with the principles of building a unified European educational and scientific space in the country, unified university programs are divided into two- and then three-level cycles. Particular attention is paid to the functioning of the management systems of the process of improving the quality of higher education, presents an analysis of internal and external systems, as well as criteria for parametric evaluation of the quality of the learning process. The leading role of teaching staff in the formation of a quality culture of training is substantiated. The maxims of the teacher of the higher school are given. It is shown that the parametric assessment of the quality of teachers’ work contains both formal legal and thematic elements. Teachers of Polish universities are subject to parametric evaluation at least once every four years, the criteria and procedure for evaluation are defined in the charter of the training organization. Regardless of the official certification, each university teacher exercises self-evaluation with the help of a multi-criteria scale. It should be emphasized that the work of the university teacher on improving the quality of higher education is largely individual, and at the same time regulated by law, both national and EU. Legislation defines the rights, tasks and responsibilities of teachers and quality standards are defined in this area.

scholarly journals LOS MAIN GOALS AND PRINCIPLES OF HIGHER EDUCATION SYSTEMS INTEGRATION IN EHEA COUNTRIES

2020 ◽  
pp. 19-39
Author(s):  
Nina Novikova ◽  
Konstantin Polyakov
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Educational Systems ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
Internationalization Of Education ◽  
European Higher Education ◽  
The Bologna Process ◽  
Policy Forum

The authorsp rovide information on educational systems of the EU countries in the context of harmonization of educational systems of European Higher Education Area countries. The article discloses the main directions of education integration aimed at achieving general strategic goals set in Paris Communiqué and Statement of the Fifth Bologna Policy Forum, signed in Paris in 2018 during the Ministerial Conference and the Bologna Policy Forum. The problems of the internationalization of education, the basic principles of the integration of higher education and study programmes aimed at ensuring quality of training in European higher education area is considered. Particular attention is paid to existing approaches to guarantee the quality of higher education and the formation of quality assessment systems at the international, national and regional levels to create the conditions for sound quality management of education. The features of changes in foreign and Russian education related to the Bologna process and to the development of European integration in higher education are shown.

scholarly journals WEB-BASED INFORMATION SYSTEMS FOR SURVEYS OF THE QUALITY OF HIGHER EDUCATION (ROUNDUP)

2019 ◽  
Vol 30 (2) ◽  
pp. 311-314
Author(s):  
Kristina Kilova
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Bologna Process ◽  
The European Union ◽  
Web Based ◽  
Quality Of Higher Education ◽  
Use Of The Internet ◽  
Set Up ◽  
The Bologna Process

Strategic aim of the European Union is to build a competitive and dynamic economy based on knowledge and ensuring sustainable economic growth. In the context of the Lisbon agenda and the Bologna process, the main resource for achieving this goal is undoubtedly the quality of education. This makes the issue of the quality of higher education extremely relevant. In universities have been set up systems to manage the quality of higher education. As main criterion for assessing their work serve surveys giving feedback on the entire process performed. More intensive use of the Internet enables the creation and use of web-based information systems for surveys of the quality of higher education.

scholarly journals The development of the well-being of students of the risk group as an indicator of improving the quality of higher education in the context of the Bologna process

2021 ◽  
Vol 99 ◽  
pp. 01042
Author(s):  
Svetlana Khusainova ◽  
Ekaterina Palekha
Keyword(s):  
Higher Education ◽  
Quality Indicator ◽  
Risk Group ◽  
Bologna Process ◽  
Well Being ◽  
Risk Groups ◽  
Low Level ◽  
Quality Of Higher Education ◽  
The Bologna Process

The relevance of the article is due to the need to develop the well-being of students included in a special risk group because of their deviancy: that affects the level of the quality indicator of higher education. This problem is presented in the aspect of development of lifelong learning in the context of the Bologna process. The purpose of the article is to identify the well-being of students of the risk group as an indicator of improving the quality of higher education correlated with personality-oriented learning and the idea of increase of their mobility and competitiveness in the labor market. The authors reveal that students of the risk group with a low level of well-being and a low level of self-acceptance face difficulties in setting an adequate goal in life, as well as in establishing the necessary contacts that contribute to the creation of autonomy that determines the satisfaction of the proposed conditions of their development. The authors show the essence of the quality indicator of higher education, which consists in resilience, involvement in one's own activities and risk taking, which is realized through the active assimilation of knowledge from experience and its usage. It is proposed to consider the development of students' well-being as an additional indicator of the quality of higher education. It has been proven that the high value of the diversity of education systems is recognized as one of the missions of higher education to develop the well-being of students of the risk group. The article could be interesting for educational psychologists, graduate students and researchers of risk groups in the education system.

scholarly journals MODERNIZATION OF HIGHER EDUCATION IN THE CONTEXT OF INTEGRATION INTO THE WORLD EDUCATIONAL SPACE: THE EXPERIENCE OF UKRAINE AND CENTRAL ASIA

2021 ◽  
Vol 1 (194) ◽  
pp. 121-125
Author(s):  
Iryna Ivanova ◽  
◽  
Olena Pokhilko ◽  
Keyword(s):  
Higher Education ◽  
European Union ◽  
Central Asia ◽  
Knowledge Society ◽  
Bologna Process ◽  
The European Union ◽  
Quality Of Higher Education ◽  
The World ◽  
The Bologna Process

The relevance of the study is due to the fact that current globalization trends contribute to the formation of the world education area, and further steps in this direction require taking into account the achievements of recognized leaders of knowledge society and other countries seeking to join them in reforming national education systems. Based on the analysis of normative documents, statistical materials and reports, current research of modern scientists, the experience of modernization of higher education in Ukraine and Central Asia in the direction of integration into the world, especially European, educational space is determined by their national interests and desire to expand cooperation with Europe and the world in general. A comparative analysis of the experience of implementing the principles of the Bologna Process, involvement in international educational programs and projects shows that these partner countries, united by a common socialist past, although are not members of the European Union, but are considered strategic partners. It is argued that Ukraine and Kazakhstan followed the path of official entering the Bologna Process (which contributed to improving the efficiency and quality of higher education, expanding the market of educational services for applicants and labor markets for graduates), while Kyrgyzstan, Uzbekistan and Tajikistan only partially changed their direction, which was declared at the state level. Turkmenistan, on the other hand, remains closed and conservative. It has been found that common to all countries is the need to systematically improve the quality of higher education, further update the entire education system (organizational, methodological, personnel), taking into account globalization and integration trends, which can contribute to further active cooperation with European Union countries, including within the framework of international programs (Erasmus, Tempus, Jean Monnet, etc.).

On the problems of the quality of legal education assurance.

2017 ◽  
Author(s):  
Лев Бардин ◽  
Lev Bardin
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Bologna Process ◽  
Federal State ◽  
Teaching Staff ◽  
Law Schools ◽  
Educational Standard ◽  
State Educational ◽  
The Bologna Process

More than once it was said that it is objectively impossible to prepare for four years in the university a universal specialist, ready for legal practice immediately after receiving diploma; that is still not found treatment of a disease called "substandard legal education". In 2006, the rector of the Moscow State Law University Oleg Kutafin said: "We hope that the decision on the switchover to the Bologna system for law schools will be canceled "; "In general, I welcome the Bologna process, but it does not mean that we must blindly copy other systems. In our country law schools used to prepare specialists of wide profile, which can then become a judge, a prosecutor, and a lawyer. We believe that breaking this system is dangerous for the legal field of the country ". Unfortunately, so far the hopes of Academician Kutafin do not meet the expectations. Bachelor - Master programs continue to be realized. Rector of Moscow State University. after M.V. Lomonosov Victor Sadovnichy called a mistake the transition to the Bologna system of higher education and proposed to return to the five-year education. There are more cons of implementation of the Bologna system in legal education in Russia is more than pluses. A serious modernization of the specialty programs is required. No less important is the creation of a system of real motivations for teaching staff of law schools, including a decent payment for teaching activities. To promote the quality of educating of lawyers in our country could the system, similar to existing in Germany. On February 16, 2017 Federal state educational standard of Higher education 40.05.04: judicial and prosecutorial activities (level of specialty) was approved. I would like to hope that in the nearest future relevant standards for all Legal specialties time will be approved. If the legal community of Russia will not unite in such an important issue as the transmission of the legal education on the "modernized specialty", and will not make the state to adopt the appropriate decision, then the worst Oleg Kutafin’s fears regarding legal field of the country may come true.

scholarly journals The experience of distance learning in the bologna process countries during the COVID-19 pandemic

2021 ◽  
Vol 99 ◽  
pp. 01043
Author(s):  
Zarina R. Bitieva ◽  
Maria A. Bulavina ◽  
Zalina R. Bitieva
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Education System ◽  
Bologna Process ◽  
Point Of View ◽  
Higher Education System ◽  
Self Development ◽  
The Bologna Process ◽  
The Impact

In this article, the authors analyze various aspects of the distance learning discourse of the countries participating in the Bologna Process from the point of view of the impact of the pandemic on the development of higher education. The author pays special attention to the practical aspects of the activities of Russian universities during the pandemic, their interaction with each other and the problems of cooperation in the context of distance learning. Naturally, the stress caused by the epidemic and the transition to distance learning, especially for senior teachers, could not but affect the quality of training, but competently and professionally selected materials provided students with an educational result, and teachers with positive feedback and opportunities for self - development. The aim of the article is to demonstrate the experience of distance learning in the context of the pandemic and its impact on the higher education system. The author used the following methods: comparative research; methods of collecting empirical information; conceptual and terminological analysis; a method for solving problems. The results of the study can certainly be considered as revealing the positive dynamics of the development of the Bologna process in the higher education system, especially in the context of the pandemic.

scholarly journals Career and salary of a university teacher: personnel policy regulation in Russia

2021 ◽  
Vol 14 (33) ◽  
pp. e16267
Author(s):  
Elena Ivanovna Kuznetsova ◽  
Dmitry Vladimirovich Dianov ◽  
Umeda Akparovna Ovezova ◽  
Alexey Viktorovich Suslov ◽  
Tatiana Sergeevna Markova
Keyword(s):  
Higher Education ◽  
Career Development ◽  
External Control ◽  
Teaching Staff ◽  
University Management ◽  
Personnel Policy ◽  
Economic Changes ◽  
Higher Education System ◽  
Quality Of Higher Education

The present article explores the problems of personnel policy in the higher education system concerning the incentive role of remuneration and career development opportunities. At present, due to several major socio-economic changes, a transformation of labor relations in the system of higher education is taking place. As a result, new approaches to both the management of educational institutions and the selection of university faculty and the remuneration and career development of teachers are required. The goal of the study is to analyze individual modern trends in the development of incentive methods in higher education as a feature of personnel policy. The article demonstrates that as a consequence of the economic transformations, changes requiring an increase in the quality of graduates are occurring in university management which inevitably influences the expansion of the professional requirements for teaching staff. It is established that in modern conditions, external control is replaced by internal one, academic freedoms are displaced by the administration, and academic standards are modified and replaced by formal rules. This process is accompanied by considerable changes in the university personnel policy and the relationships between the administration and teachers. Various examples of human resources policy organizations adopted in different countries are studied. The features of labor contracts with teachers, the conditions of their work, and career opportunities are investigated. Special attention is paid to various approaches to stimulating teaching activity. The shortcomings that do not allow achieving a higher quality of higher education in Russia are identified. Proposals for improving personnel policy in higher education aimed at improving its quality are presented.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

THE WAYS FOR THE GLOBAL COMPETITIVENESS ENHANCEMENT OF KAZAKHSTAN IN THE SYSTEM OF HIGHER EDUCATION

2021 ◽  
Vol 71 (3) ◽  
pp. 56-64
Author(s):  
A.A. Baitassov ◽  
◽  
K. Sarkytkan ◽  
K.K. Muzdybayeva ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Professional Training ◽  
Research Work ◽  
Bologna Process ◽  
Vital Role ◽  
Global Competitiveness ◽  
Higher Education System ◽  
Current State ◽  
The Bologna Process

Since gaining independence, Kazakhstan has been carrying out active reforms in the field of higher education. This, in turn, led to a systematic policy of transition to a market economy. The research work will include the current state of the higher education sector in Kazakhstan and further development provided for by the Bologna process. In the course of the study, several typologies will be identified to visualize how the education system in Kazakhstan has revolutionized. Analytical methods, such as pie charts and graphs, are also used to analyze research data. The study discusses the need to improve the quality of human capital by improving and modernizing the higher education system. Domestic higher education plays a vital role in the professional training of competent and globally competitive specialists for all sectors of the economy of Kazakhstan.

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