scholarly journals Expert System for the Analysis of Qualification Standards in European Countries

2017 ◽  
Vol 5 (4) ◽  
pp. 14-29
Author(s):  
Vladimir Eremeev ◽  
Oleksandr Siechin ◽  
Yana Pidbereznia
Keyword(s):  
Comparative Analysis ◽  
Expert System ◽  
Effective Interaction ◽  
Bologna Process ◽  
Semantic Content ◽  
Subject Area ◽  
National Standards ◽  
European Countries ◽  
Development Environment ◽  
The Bologna Process

National standards of education in the Bologna Process countries differ both in the structural and in the substantive parts of the documents. Automation of comparison of qualification levels of different countries allows to provide more effective interaction of university centers in the field of educational services and the labor market. In this article, using the method of Professor V. Osadchy, an expert system of ES for the comparative analysis of the qualification levels of the standards of European countries on the descriptor «Knowledge» was developed. The code of the program is based on the Windows Forms technology in the Microsoft Visual Studio Community 2017 software development environment. The algorithm for comparing the levels related to different standards is implemented in the form of the following operations: First step. In the studied subject area Q, which contains a textual description of the qualification levels of education, a universal set V is created from elementary semantic units vi with the indication of the measure of each element μ(vi). The semantic content of vi is presented in text form in such a way that the expert has the opportunity to characterize any level of the standard Pu with the help of a subset of Ru from the elements. The second step. From the list of participants in the Bologna Process, countries and their qualification levels are selected to carry out the comparison. The third step. Experts fill in the tables with an estimate of the probability of occurrence of elementary semantic units vi in the subset Ru for the chosen qualification level. The fourth step. We calculate the measures of the subset μ(Ru) and display the results of calculations on the display screen. The use of this algorithm made it possible to create a convenient software product for conducting a comparative analysis of the national standards of education in European countries. Efficiency tests were carried out in various modes of filling the initial forms. Using the example of comparing the NQFU standards and the EQF standard for the «Knowledge» descriptor, the reliability of the functioning of all forms of the program, the stability of the output of information with respect to unauthorized actions of experts, and the convenience provided to the user by the interface when filling out the tables are shown. It is shown that the zero level of the NQFU standard is consistent with the first level of the EQF standard, and the first, second and third levels of the NQFU standard are close, respectively, to the second, third and fourth levels of the EQF standard.

scholarly journals The Lithuanian Case of Higher Education Reforms in Europe

2015 ◽  
Author(s):  
Liudvika Leisyte
Keyword(s):  
Higher Education ◽  
Structural Changes ◽  
Bologna Process ◽  
Radical Change ◽  
The State ◽  
European Countries ◽  
Education Reforms ◽  
Higher Education Reforms ◽  
The Bologna Process

The Bologna process has spurred higher education reforms in various European countries. Higher education reforms in Lithuania took place rather incrementally and represented an interaction between two strong powers—the state and the academic oligarchy. In the 1990s, the structural changes at the forefront of the Bologna-related reforms in Lithuania, but higher education reforms have remained stagnant in Lithuania. It is too early to draw conclusions about the success of the reforms, but the involvement of various stakeholders and the vision of broad reforms increase hopes for prospects of a more radical change of the Lithuanian higher education landscape.

scholarly journals EXPERIENCE OF ICT IMPLEMENTATION IN PRIMARY CURRICULUM IN UKRAINE AND THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND

2020 ◽  
Vol 75 (1) ◽  
pp. 42-55
Author(s):  
Ірина Василівна Борисенко ◽  
Оксана Павлівна Биконя ◽  
Ольга Олександрівна Рембач ◽  
Лариса Петрівна Шумна ◽  
Олександр Іванович Олійник ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Computer Science ◽  
Primary Education ◽  
Digital Literacy ◽  
Primary Schools ◽  
National Standards ◽  
European Countries ◽  
National Standard ◽  
Advantages And Disadvantages ◽  
Ict Implementation

The study was formulated within the context of an increasing recognition of ICT as curriculum priorities in primary schools of many European countries. The implementation of ICT-centered curriculum is a step towards realizing the goals of the new Law of Ukraine “On Education” (2017), National Strategy for the Development of Education in Ukraine until 2021, European strategic programme “Education and Training 2020”. Actuality of approaches to ICT implementation in present-day primary schools is caused by the substantial development of digital technologies and requirement of digital literacy for people’s work, social, and personal lives. The unique opportunity of primary education as a large sub-sector of any education system is to contribute to the renewal of societies through education of the young. The paper aims to study implementation of Computer science into national standard of primary education in Ukraine and the UK. In the recent years, many European countries have seen some changes of the content one of which relates to the area of computer science education that resulted in implementing an ambitious new curriculum in this subject. The author gives a comparative analysis of primary ICT within national standards in term of the Computer science development from the initial stage to present day situation. The comparative analysis specifies areas of similarities (aims, objectives, approaches to implementation, priorities of developing digital skills, teaching hours) and differences (programme topics, characterization of learning outcomes) in the study of ICT covering the subject content, expected learning results and general principles of ICT in education, as well as examples of ICT implementation. The paper is also focused at discussing the role of the ICT curriculum in modern-day primary classroom; advantages and disadvantages of ICT integration at primary stage. Much attention is paid to how it is integrated into daily learning modes to allow and encourage active learning. In primary education there are two main models of ICT implementation into curriculum, these are: ICT integrated across the curriculum; ICT (or Informatics, Computer Science and Computing) as a discrete subject within national standard.

scholarly journals THE MODEL OF THE INTELLIGENCE SYSTEM FOR THE ANALYSIS OF QUALIFICATIONS FRAMEWORKS OF EUROPEAN COUNTRIES

2017 ◽  
pp. 133-142
Author(s):  
Viacheslav Osadchyi ◽  
Kateryna Osadcha ◽  
Volodymyr Eremeev
Keyword(s):  
Intelligent System ◽  
Bologna Process ◽  
Quantitative Measure ◽  
European Countries ◽  
Intelligence System ◽  
Proposed Model ◽  
Education Levels ◽  
Special Knowledge ◽  
And Mathematics ◽  
The Bologna Process

The paper presents the model of the intelligence system for carrying out the comparative analysis of qualifications frameworks of European Countries. The conceptual construct of the model consists of national qualifications frameworks, qualification levels and descriptors such as Knowledge, Skills etc. Each notion is matched with a set of semantic elements which are determined in the field that characterizes all the components of European frameworks. The model allows a user to determine a quantitative measure of correlation between frameworks and qualification levels in different countries. The proposed model of the intelligent system is based on the concept of knowledge base application in the process of solving various tasks, depending on user needs. Such a system is, as a matter of fact, an expert system. At present there is not any universal body of logics and mathematics which could meet requirements of any IS developer. Our model is developed on the basis of special knowledge related to the classification of European education levels in the context of the Bologna process.

scholarly journals СОПОСТАВЛЕНИЕ НАЦИОНАЛЬНЫХ РАМОК КВАЛИФИКАЦИЙ СРЕДСТВАМИ ВЭБ-ОРИЕНТИРОВАННОЙ ИНТЕЛЛЕКТУАЛЬНОЙ ИНФОРМАЦИОННОЙ СИСТЕМЫ

2016 ◽  
Vol 56 (6) ◽  
pp. 121
Author(s):  
Viacheslav V. Osadchyi ◽  
Volodymyr S. Yeremieiev ◽  
Serhii V. Sharov ◽  
Kateryna P. Osadcha ◽  
Serhii L. Koniukhov
Keyword(s):  
Mathematical Model ◽  
Information System ◽  
Comparative Analysis ◽  
Bologna Process ◽  
Output Data ◽  
Academic Mobility ◽  
National Qualifications Framework ◽  
Intelligent Information ◽  
The Bologna Process ◽  
The Mathematical Model

The introduction of the National qualifications framework in Ukraine is considered to be one of the obligatory factors of its entering the European space under conditions of the Bologna process and assuring academic mobility. The paper describes the structure and functional possibilities of web-oriented intelligent information system “Comparison of qualifications frameworks” which contains the database of national qualifications frameworks of other countries, enables users to compare the frameworks and to output data. It is noted that the developed information resource allows to carry out the comparison of different national frameworks supporting user awareness of education in different countries. The mathematical model of the intelligent information system which provides the realization of the quantitative comparative analysis of qualifications standards of European countries is also presented.

scholarly journals Higher Education Timescapes: Temporal Understandings of Students and Learning

Sociology ◽  
2021 ◽  
pp. 003803852199697
Author(s):  
Rachel Brooks ◽  
Jessie Abrahams ◽  
Achala Gupta ◽  
Sazana Jayadeva ◽  
Predrag Lažetić
Keyword(s):  
Higher Education ◽  
National Level ◽  
Bologna Process ◽  
European Countries ◽  
European Higher Education Area ◽  
European Higher Education ◽  
The Creation ◽  
The Bologna Process ◽  
The Relationship ◽  
Degree Level

This article draws on data from six European countries (Denmark, England, Germany, Ireland, Poland and Spain) to explore the higher education timescapes inhabited by students. Despite arguments that degree-level study has become increasingly similar across Europe – because of global pressures and also specific initiatives such as the Bologna Process and the creation of a European Higher Education Area – it shows how such timescapes differed in important ways, largely by nation. These differences are then explained in terms of: the distinctive traditions of higher education still evident across the continent; the particular mechanisms through which degrees are funded; and the nature of recent national-level policy activity. The analysis thus speaks to debates about Europeanisation, as well as how we theorise the relationship between time and place.

Graduates’ skills and employability: the view of students from different European countries

2019 ◽  
Vol 9 (4) ◽  
pp. 758-774 ◽  
Author(s):  
Elisabeth T. Pereira ◽  
Madalena Vilas-Boas ◽  
Cátia C. Rebelo
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
European Countries ◽  
High Rate ◽  
Field Of Study ◽  
Content Type ◽  
Higher Education System ◽  
European Universities ◽  
The One ◽  
The Bologna Process

Purpose In the last decade, graduates’ employability has assumed a central role in scholars’ concerns. This was mainly due the high rate of recent graduates’ unemployment in some European countries, as well as the Bologna Process reform of the European higher education system and the new Europe Strategy 2020. The purpose of this paper, driven by the increasing need to improve graduates’ skills and employability, is to identify a set of skills that students consider important to achieve success in their own field of study and another set of skills, which they perceive to lack the most. Design/methodology/approach To achieve the main goal of this study, based on the methodology supported by literature review, a questionnaire was applied to students from five different European universities. Findings The main results allowed the authors to infer that, on the one hand, the European students of the universities included in the study consider communication, thinking and interpersonal skills as the most important skills to get a job in their own field of study; and on the other hand, personal, interpersonal and entrepreneurial skills are the skills lacked by students. These set of skills are quite similar and even overlapping, which makes this a significant inference that needs to be accounted by higher education institutions (HEIs). Originality/value In the research carried out in this study, with the students of five different European universities affected by the economic crisis of 2007/2008, the needed skills perceived by students to obtain employment in their own field of study were identified, along with the skills which they perceived to lack the most. The obtained findings contribute to shed light on the important issue of supporting HEIs regarding the skills that should be imparted in the curricula of their courses and workshops, in order to help the students to succeed in the current and potential competitive labour market.

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