scholarly journals THE STRUCTURAL FEATURES OF THE HIGHER EDUCATION OF THE FRENCH REPUBLIC

2018 ◽  
pp. 113-120
Author(s):  
Alla Durdas ◽  
Keyword(s):  
Higher Education ◽  
Structural Features ◽  
Educational Process ◽  
University Education ◽  
Educational Institutions ◽  
French Society ◽  
Education Systems ◽  
Specialized Schools ◽  
Higher Education Systems ◽  
The University

The article deals with the complex and multistage system of higher education in the French Republic. The main types of higher educational institutions in France and their peculiarities have been determined. A large variety of educational institutions, including specialized schools, have been emphasized in the article. The ability of French higher education establishments to be clearly oriented in the training of specialists for the requirements of the present has been specified in the article. The university education, consisting of several cycles, and the conditions for entering the institutions of higher education in France have been analyzed. The scale of grades has been outlined. A special system of French diplomas has been considered in the article. A role of grand schools in the French society has been stated. A national character of the French higher education has been specified in the article. The degrees of higher education in the French Republic and in Ukraine have been disclosed. The peculiarities and advantages of the French university education have been determined. Forms of organization of the educational process in the universities of France have been disclosed. A French analogue of the MBA has been described and the features of business education in the French Republic have been stated. The peculiarities of the specialized higher education in France have been outlined. The role and activities of the Agency for the Evaluation of Quality of Scientific Research and Higher Education in France have been determined. The regulatory bodies and the laws in the higher education systems in France and in Ukraine have been stated. A comparative analysis of the higher education systems of the French Republic and Ukraine has been carried out.

HIGHER EDUCATION IN FRANCE: HISTORICAL DEVELOPMENT

2018 ◽  
Author(s):  
Alla Durdas
Keyword(s):  
Higher Education ◽  
Historical Development ◽  
Higher Education Institutions ◽  
National Development ◽  
Educational Process ◽  
University Education ◽  
Educational Institutions ◽  
Education Development ◽  
Role Of The State ◽  
The University

The article deals with the peculiarities of historical development and modern state of higher education in France. The periods of higher education development of France are determined and the complex and multi-level system of French higher education is considered. The importance of education for the strategy of national development of the country and civilization is emphasized. The importance of the study of the historical development of the university education in France has been substantiated. The stages of education development at the universities of France are outlined and features are considered. each of these stages. The types of higher education institutions in France and their peculiarities in the context of development tendencies are investigated. The present stage of the development of the system of French university education and the peculiarities of structural transformations is considered. The article describes the duality between the French higher education institutions and research centers, as well as the duality between educational institutions and educational programs. The peculiarities of functioning of universities, “big schools" and private institutions of higher education are studied. There is a strong centralized presence and the role of the state in the education of France, in particular in the organization of the educational process and in the financing of education, as well as in defining the fundamental principles of the educational process. The article focuses on the achievements of the French system of higher education and its uniqueness. The role and place of large schools in the system of higher education in France are highlighted. The leading elite schools and universities are mentioned, as well as the conditions for joining them. Attention was paid to the almost equal quality of education in the capital and in the province. Attention is drawn to the national character of the French higher education.

scholarly journals Thoughts on the higher education system in Poland. Changes – issues – evaluation. Part 1

2019 ◽  
Vol 11 (1) ◽  
pp. 119-137
Author(s):  
Małgorzata Grzywacz ◽  
Grażyna Miłkowska ◽  
Magdalena Piorunek ◽  
Lech Sałaciński
Keyword(s):  
Higher Education ◽  
Education System ◽  
Bologna Process ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
University Level ◽  
The Individual ◽  
The University ◽  
Education Science

This report is a part of the results of the international project entitled “Studium in Osteuropa: Ausgewählte Aspekte (Analysen, Befunde)” conducted in the years 2013-2015 under supervision of Prof. Wilfried Schubarth and Dr Andreas Seidl from the Potsdam University, Department of Education Science, and Prof. Karsten Speck from the University of Oldenburg, Germany. The project was conducted jointly by representatives of academic centres from Germany, the Czech Republic, Poland and Russia. Its general aim was a comparative analysis of the effects of implementation of Bologna Process directives into the higher education systems of the individual countries. The changes introduced into the higher education systems in the countries involved in the project were described and evaluated, discussed was in particular the problems of education of teachers at the university level. The following text is the result of the contribution of the Polish group participating in the project. The report will be presented in two parts. The first part is focused on the macro-societal context of transformations in the higher education system in Poland. The implementation of selected aspects of Bologna Process directives is described and supplemented by empirical comments. The second part deals with selected aspects of university level education of teachers, followed by a polemic against the assumptions and execution of the target transformations of higher education system.

scholarly journals Quality Assessment of Online Learning in Regional Higher Education Systems

2021 ◽  
Vol 17 (3) ◽  
pp. 929-943
Author(s):  
Olga A. Gritsova ◽  
Elena V. Tissen
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Quality Assessment ◽  
Student Satisfaction ◽  
Educational Process ◽  
Learning Mechanisms ◽  
Education Systems ◽  
Higher Education Systems

The quality of online learning mechanisms, widely implemented due to the COVID-19 pandemic, is a significant issue for regional higher education systems. The research aims to assess student satisfaction with the quality of online education by identifying discrepancies between their requirements and the actual learning process. In order to examine the gaps between students’ expectations and perceptions, a new approach was proposed based on the integrated use of Gap analysis and SERVQUAL methodology, combining qualitative and quantitative aspects. SERVQUAL questionnaires for measuring student satisfaction with online learning include the following criteria: tangibles, reliability, responsiveness, assurance, empathy. Full- and part-time undergraduates of humanitarian and socio-economic departments of two universities participated in the study. Ural Federal University bachelors, learning via Moodle and Microsoft Teams platforms, could directly communicate with their peers and professors, while students of National Research Nuclear University MEPhI were engaged in massive open online courses (MOOC). As a result, all five criteria were analysed in the proposed model for quality assessment of online learning to reveal the gaps between students’ expectations and perceptions of the educational process. Significant discrepancies in the «empathy» and «responsiveness» criteria in both groups demonstrate low student satisfaction with the quality of communication and individualisation of learning. The research findings can be used to construct resource allocation models for implementing educational programmes and developing support measures for regional higher education institutions.

scholarly journals VIETNAM - FRANCE HIGHER EDUCATION SYSTEMS AND UNIVERSITY - UNIVERSITY COOPERATION IN JOINT TRAINING PROGRAMS

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Vu Ngoc Tu ◽  
Nguyen Phan Quang
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Training Programs ◽  
Education Systems ◽  
Higher Education Systems ◽  
Joint Training ◽  
Two Systems ◽  
University Cooperation ◽  
Similarities And Differences ◽  
The University

France is said to be the nation which brought the modern higher education to Vietnam with the establishment of the University of Indochina in 1906, the first modern university in Vietnam. France is also the country which trained the first professors and managers in the first half of the 20th century. The cooperation between the two countries chiefly that in joint training programs has continuously developed despite all ups and downs in the relation of the two countries. This paper, therefore, looks at these two systems respectively. On the basis of their respective characteristics, challenges and achievements, it points out some similarities and differences between them and some influences that the French higher education (HE) may have on the Vietnamese HE system as well as the role played by joint training programs in Vietnamese - French university - university cooperation.

Challenges Facing African Universities: Selected Issues

2004 ◽  
Vol 47 (1) ◽  
pp. 1-59 ◽  
Author(s):  
Akilagpa Sawyerr
Keyword(s):  
Higher Education ◽  
Knowledge Society ◽  
University Education ◽  
Strategic Choices ◽  
Education Systems ◽  
African Countries ◽  
Knowledge Resources ◽  
Higher Education System ◽  
The Public ◽  
Higher Education Systems

Abstract:With notable exceptions, modern university education in Africa is a phenomenon of the last half century. Universities were established either immediately before or within a decade after political independence in most African countries. Since then, both the number of institutions and enrollment have expanded rapidly and continuously across the continent. The coverage of university education, nevertheless, remains inadequate for the needs of the knowledge society. With the relative decline of state support during the severe economic crisis of the 1980s, Africa's universities suffered substantial deterioration: overcrowding, infrastructure deficiencies, and inadequate access to international knowledge resources. These deficiencies led to problems of access, equity, quality, and relevance, and to an aging faculty. At the same time, higher education systems were complicated by the diversification of categories of student, types of institutions, and the kinds of knowledge demanded. In the resulting situation of institutional complexity and policy dynamism, Africa's universities were compelled to develop strategies for coping and innovation. The result has been a halt in the decline in many instances, and revival and growth in several others. Accompanying these positive results, however, have been new forms of social exclusion as well as a loss of focus on the public purpose of universities as institutions concentrate mainly on increasing institutional incomes and producing graduates for the labor market. To address these and other problems, it is necessary to insist on the irreducible responsibility of the state for the maintenance of the higher education system and the need for a proper focus on the public purposes of higher education. Systems-level policy frameworks need to be negotiated and established to guide the strategic choices that have to be made by all players in the education sector.

scholarly journals An Astronomy Degree Course in the U.K.: Syllabus and Practical Work

1990 ◽  
Vol 105 ◽  
pp. 11-22 ◽  
Author(s):  
M.M. Dworetsky
Keyword(s):  
Higher Education ◽  
Current Practice ◽  
Practical Work ◽  
Education Systems ◽  
University System ◽  
England And Wales ◽  
Higher Education Systems ◽  
The University

What is the purpose of an astronomy degree? Why should students wish to take such a course? What will they do after graduation? In what way would such a course uniquely differ from a physics degree with a little astronomy tossed in? And given that we are called upon to provide such a course, what syllabus might we teach? These are some of the questions that occurred to me as I was preparing this paper.One obstacle to giving clear answers is that the higher education systems of various countries differ greatly in structure. As one who was trained in one system (U.S.A.) and who teaches in another (U.K.), I am perhaps in a better position than most to appreciate the differences in approach, and to weigh the advantages and shortcomings of each system. But, as Shakespeare’s Dogberry said, “Comparisons are odorous,” and I do not propose to do this! What I describe refers to current practice in the university system of England and Wales, and I will use my own institution’s long-standing astronomy degree as an example.

scholarly journals PHILOSOPHY IN THE FIELD OF EDUCATIONAL SERVICES PROVIDED BY THE UNIVERSITY AS A BUSINESS

2021 ◽  
Vol 31 (2) ◽  
pp. 147-154
Author(s):  
I.V. Zhurbina
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Point Of View ◽  
The Other ◽  
University Education ◽  
Educational Model ◽  
The Status ◽  
Human Thinking ◽  
The University ◽  
Opening Up

The paper discusses the status of philosophy in the context of the increasing commercialization of higher education, which turns the university into a business. It shows that the neoliberal policy of the commercialization of higher education changes the structure of the educational process dramatically and brings humanism as an educational model inextricably linked with the development of humanitarian disciplines to the limit. In the era of capitalization of knowledge, the principle of utilitarianism becomes dominant. The paper gives reasons for the need to overcome the neoliberal tendency of the educational process dehumanization and return to humanitarian disciplines, which preserve the culture of human thinking in today’s world. The paper finds that the construction of the process of university education according to the being-in-place model actualizes thinking, which brings an individual back from the inertia of non-thinking existence. The paper describes specificity of philosophy as a practice of thinking and language which preserves the foundations of human existence and develops the hermeneutic type of thinking of an individual as “persona”. The hermeneutic type of thinking is focused on a person’s self-understanding of oneself as a personality. At the same time, it contributes to understanding the Other, a dialogue with whom opens up the opportunity not only to look at oneself in a different way, but also to understand the “point of view” of the Other, thereby opening up a different horizon of seeing the world in general.

scholarly journals Pedagogical Process of Teaching in Higher Education Institutions

2019 ◽  
Vol 8 (3S) ◽  
pp. 179-182
Keyword(s):  
Higher Education ◽  
Educational Institutions ◽  
Education Systems ◽  
Educational Management ◽  
State Education Policy ◽  
Higher Education Systems ◽  
State Education ◽  
New Concepts ◽  
Teaching In Higher Education ◽  
Education Process

Promotion of education and talent is one of the main principles of state education policy and is fully applicable to all stages of continuing education. The students' talents and abilities are encouraged by the state financially and morally. Nowadays pedagogical science is introducing new concepts in the management of educational institutions. For example, the concept of "impact" is used instead of "interaction", "cooperation", "reflexive control". The theory of educational institutions is enriched with educational management theory. The article deals with the educational management teaching process in higher education systems. The article deals with the education process in higher education systems.

scholarly journals The Relevance of the Prospective Development of Integration Processes in Higher Education

2021 ◽  
Author(s):  
Denis Sergeevich Somov ◽  
Aleksandr Tagirovich Mukhametshin
Keyword(s):  
Higher Education ◽  
Social Conditions ◽  
University Education ◽  
Educational Institutions ◽  
Mutual Support ◽  
Integration Process ◽  
Prospective Development ◽  
Future System ◽  
The University ◽  
Different Levels

The article is devoted to the issues of updating the integration processes in the field of higher university education in order to increase its potential in modern social conditions. The author's position on the need to study the issues of the implementation of the integration process in various options and vectors of orientation has been substantiated. The analysis of the existing practice of integration as the basis for building the future system of higher education, taking into account the forecasts of the development of the country and society. The possibilities of the university in solving priority educational tasks by means of unification and interaction are revealed educational institutions of different levels and status, on an international, regional and interuniversity network scale. The prospects for cooperation of educational and socially oriented communities and subjects with each other and with society in order to provide mutual support and achieve common targets

scholarly journals DEVELOPMENT OF COACHING TECHNOLOGIES IN THE EDUCATIONAL SPACE OF THE UNIVERSITY

2021 ◽  
Vol 02 (05) ◽  
pp. 134-141
Author(s):  
Makhzuna Shavkatovna Ismatova ◽  
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
The University ◽  
Innovative Approaches

This paper highlights modern innovative approaches to the organization of the educational process in higher educational institutions based on coaching technologies. The specificity of the integration of coaching technologies in the educational process of higher education is stated. The essence and features of coaching and related concepts of training, consulting and mentoring are considered.

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