Європейська освітня політика із забезпечення якості вищої освіти: становлення та розвиток у доболонський період
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Дата
2014
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Анотація
У статті висвітлено передумови європейської інтеграції в галузі вищої освіти; показано становлення та етапи розвитку європейської освітньої політики із забезпечення якості вищої освіти в доболонський період; проаналізовано економічні, історичні та військово-політичні чинники розвитку європейської освітньої політики, що виступають визначальними для етапів; визначено пріоритети європейської освітньої інтеграції; окреслено спільні освітні цілі; детально проаналізовано етапи розвитку освітньої політики із забезпечення якості вищої освіти; охарактеризовано основні освітні європейські програми щодо академічної співпраці.
The preconditions of European integration in the sphere of higher education have been given in the article; the formation and stages of European educational policy in quality assurance of higher education during pre-Bologna period have been shown. The determining factors for the stages have been analyzed: the civilization factors – existence of common spiritual values, compatibility of social and political ideals; the economic factors – possibility of complementary economic, scientific and technological development; the historical factors – traditional cooperation, mutual respect, traditional desire for unit; the military and political factors – common interests of the main international matters, cooperation in military and political alliances, settlements of territorial disputes. The priorities of European educational integration have been defined: the equality of educational chances, the improvement of education quality, the formation of a modern system of educational personnel training; the joint educational goals (the formation of European solidarity and understanding the importance of advances in the field of democracy, justice and respect for human rights; preparing to participate in building and socio-economic development of the EU; knowledge of the history, culture, economy and traditions of the member states). The main stages of educational policy in quality assurance and their specific features have been analyzed in details; the main educational programs as for academic association have been characterized. They are: 1) professional education programs to foster links with industry – Comett (cooperation between universities to improve the quality of training); Petra (professional training of youth); Eurotecnet (development of innovations in the field of vocational training); Power (development of innovation policy and exchange of training experience); 2) mobility programs to establish contacts between universities – Erasmus (student exchange program); Youth For Europe (encourage of the students to participate in the democratic process); Jean Monnet (assurance the best quality of teaching, research in European integration of higher education institutions within EU and outside); 3) support programs for marginalized groups and regions: Now, Iris (development of innovation in vocational training to ensure greater woman participation in the European education policy): 4) program to provide the development of methods for the diploma recognition (Eurydice, ECTS).
The preconditions of European integration in the sphere of higher education have been given in the article; the formation and stages of European educational policy in quality assurance of higher education during pre-Bologna period have been shown. The determining factors for the stages have been analyzed: the civilization factors – existence of common spiritual values, compatibility of social and political ideals; the economic factors – possibility of complementary economic, scientific and technological development; the historical factors – traditional cooperation, mutual respect, traditional desire for unit; the military and political factors – common interests of the main international matters, cooperation in military and political alliances, settlements of territorial disputes. The priorities of European educational integration have been defined: the equality of educational chances, the improvement of education quality, the formation of a modern system of educational personnel training; the joint educational goals (the formation of European solidarity and understanding the importance of advances in the field of democracy, justice and respect for human rights; preparing to participate in building and socio-economic development of the EU; knowledge of the history, culture, economy and traditions of the member states). The main stages of educational policy in quality assurance and their specific features have been analyzed in details; the main educational programs as for academic association have been characterized. They are: 1) professional education programs to foster links with industry – Comett (cooperation between universities to improve the quality of training); Petra (professional training of youth); Eurotecnet (development of innovations in the field of vocational training); Power (development of innovation policy and exchange of training experience); 2) mobility programs to establish contacts between universities – Erasmus (student exchange program); Youth For Europe (encourage of the students to participate in the democratic process); Jean Monnet (assurance the best quality of teaching, research in European integration of higher education institutions within EU and outside); 3) support programs for marginalized groups and regions: Now, Iris (development of innovation in vocational training to ensure greater woman participation in the European education policy): 4) program to provide the development of methods for the diploma recognition (Eurydice, ECTS).
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Ключові слова
освітня політика, вища освіта, мобільність студентів, освітня програма, якість освіти, європейський вимір освіти, забезпечення якості вищої освіти, educational policy, higher education, students’ mobility, educational program, European dimension of education, quality assurance of higher education
Бібліографічний опис
Білокопитов, В. І. Європейська освітня політика із забезпечення якості вищої освіти: становлення та розвиток у доболонський період [Текст] / В. І. Білокопитов // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2014. – № 4 (38). – С. 36–44.