Тенденції інтернаціоналізації змісту вищої освіти в університетах Канади
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Дата
2012
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Дисертаційну роботу присвячено теоретичному обґрунтуванню тенденцій інтернаціоналізації змісту вищої освіти в університетах Канади й окресленню можливостей використання прогресивного канадського досвіду в аспекті досліджуваної проблеми в Україні.
Виявлено стан розроблення проблеми дослідження та схарактеризовано його поняттєво-термінологічний апарат, встановлено етапи розвитку інтернаціоналізації освіти в умовах глобалізації, визначено основні теоретичні підходи до інтернаціоналізації змісту вищої освіти в Канаді.
З’ясовано тенденції модернізації нормативно-правових, організаційних та конкретизовано тенденції модернізації процесуальних засад інтернаціоналізації змісту вищої освіти в університетах Канади. Доведено, що процеси інтернаціоналізації вищої освіти Канади розвивались відповідно до глобального контексту розвитку ІВО. Інтернаціоналізація змісту вищої освіти здійснювалась на всіх рівнях функціонування системи вищої освіти (національному, провінційному, інституційному), відбувалося впровадження міжнародного виміру в усі напрями діяльності університетів.
Окреслено можливості використання прогресивного канадського досвіду в аспекті досліджуваної проблеми в Україні на національному, регіональному та інституційному рівнях.
Dissertation is devoted to theoretic substantiation of trends in higher education content internationalization at universities of Canada and defining the usage possibilities of progressive Canadian experience in the aspect of research problem. In the first part of dissertation «Theoretical fundamentals of higher education content internationalization» the state of problem elaboration have been investigated and the notions and terminology have been characterized. The stages of higher education internationalization in the conditions of globalization have been outlined and basic theoretical approaches to higher education content internationalization in Canada have been analized. Actual rationales of higher education internationalization: economic, political, cultural, educational have been brought to system. As a result of the comparative and content-analysis of both native and world scientific researches concerning the interpretation of the notion and the following generalization the author interprets higher education internationalization as integration of international, intercultural or global dimension into the goals, functions or delivery of higher education. The basic objects of higher education content internationalization (academic curriculum and programs) and its subjects (faculty, administration, researchers and students with international experience) have been specified. The most popular forms of higher education internationalization have been outlined. Higher education content internationalization is proved to be the priority direction of higher education internationalization. System analysis allows to state that achievement of main internationalization goals is fulfilled through internationalization strategies in the context of international, national and institutional rationales. International strategies are aimed at working out world unified program for internationalization actions. National strategies (mutual understanding, qualified migration, generating income, building capacity) define priorities of different countries. Institutional strategies are characterized on the basis of marketing, organizational, program and academic approaches. In the second part of the dissertation «Trends in higher education content internationalization of Canada: normative and judicial, organizational and process fundamentals» have been determined the stages of national policy development concerning higher education content internationalization. The federal government role in the process of education internationalization has been proved to be of declarative and coordinational character. Direct regulation of the internationalization policy is fulfilled by province governments. It is defined that realization of internationalization idea of qualified migration at national and provincial level is fulfilled within political, marketing and program approaches. Basic goals of higher education content internationalization are defined. They are aimed at Canada compatibility improvement in the world market of educational services, international cooperation development, training global citizens able to live and act in an intercultural environment. Comparative analysis of foreign scientific thought and strategic documents gave the author an opportunity to outline main trends of higher education content internationalization in the Canadian universities: improvement of institutional programs of internationalization which is based on the principals of complexity, polydimension and polysubjectivity: development of polycultural training in the conditions of higher education; improvement of both content and organizational aspects of higher education; strengthening the role of faculty intercultural competence in the education content internationalization; implementing of innovative approaches to involving students with international experience in curriculum changes; further development of international dimension of higher education content; academic curriculum amd program improvement. In the third part of the dissertation «Perspectives of using Canada progressive experience in Ukraine» have been outlined the possibilities of using Canadian experience of higher education content internationalization in Ukraine. Normative and judicial documents which regulate the process of higher education content internationalization in Ukraine have been analized. The principal goals of higher education content internationalization in Ukraine have been outlined and the approaches to effective realization of them have been specified. Ukrainian universities which have experience in education content internationalization have been revealed. Comparative analysis of Canadian and Ukrainian experience in higher education content internationalization and the usage of scientific extrapolation method allowed to formulate recommendations concerning possibilities of using in Ukraine (at national, regional and institutional level) progressive gains of Canada in the sphere of higher education internationalization.
Dissertation is devoted to theoretic substantiation of trends in higher education content internationalization at universities of Canada and defining the usage possibilities of progressive Canadian experience in the aspect of research problem. In the first part of dissertation «Theoretical fundamentals of higher education content internationalization» the state of problem elaboration have been investigated and the notions and terminology have been characterized. The stages of higher education internationalization in the conditions of globalization have been outlined and basic theoretical approaches to higher education content internationalization in Canada have been analized. Actual rationales of higher education internationalization: economic, political, cultural, educational have been brought to system. As a result of the comparative and content-analysis of both native and world scientific researches concerning the interpretation of the notion and the following generalization the author interprets higher education internationalization as integration of international, intercultural or global dimension into the goals, functions or delivery of higher education. The basic objects of higher education content internationalization (academic curriculum and programs) and its subjects (faculty, administration, researchers and students with international experience) have been specified. The most popular forms of higher education internationalization have been outlined. Higher education content internationalization is proved to be the priority direction of higher education internationalization. System analysis allows to state that achievement of main internationalization goals is fulfilled through internationalization strategies in the context of international, national and institutional rationales. International strategies are aimed at working out world unified program for internationalization actions. National strategies (mutual understanding, qualified migration, generating income, building capacity) define priorities of different countries. Institutional strategies are characterized on the basis of marketing, organizational, program and academic approaches. In the second part of the dissertation «Trends in higher education content internationalization of Canada: normative and judicial, organizational and process fundamentals» have been determined the stages of national policy development concerning higher education content internationalization. The federal government role in the process of education internationalization has been proved to be of declarative and coordinational character. Direct regulation of the internationalization policy is fulfilled by province governments. It is defined that realization of internationalization idea of qualified migration at national and provincial level is fulfilled within political, marketing and program approaches. Basic goals of higher education content internationalization are defined. They are aimed at Canada compatibility improvement in the world market of educational services, international cooperation development, training global citizens able to live and act in an intercultural environment. Comparative analysis of foreign scientific thought and strategic documents gave the author an opportunity to outline main trends of higher education content internationalization in the Canadian universities: improvement of institutional programs of internationalization which is based on the principals of complexity, polydimension and polysubjectivity: development of polycultural training in the conditions of higher education; improvement of both content and organizational aspects of higher education; strengthening the role of faculty intercultural competence in the education content internationalization; implementing of innovative approaches to involving students with international experience in curriculum changes; further development of international dimension of higher education content; academic curriculum amd program improvement. In the third part of the dissertation «Perspectives of using Canada progressive experience in Ukraine» have been outlined the possibilities of using Canadian experience of higher education content internationalization in Ukraine. Normative and judicial documents which regulate the process of higher education content internationalization in Ukraine have been analized. The principal goals of higher education content internationalization in Ukraine have been outlined and the approaches to effective realization of them have been specified. Ukrainian universities which have experience in education content internationalization have been revealed. Comparative analysis of Canadian and Ukrainian experience in higher education content internationalization and the usage of scientific extrapolation method allowed to formulate recommendations concerning possibilities of using in Ukraine (at national, regional and institutional level) progressive gains of Canada in the sphere of higher education internationalization.
Опис
Ключові слова
тенденції, модернізація, міжнародний вимір освіти, інтернаціоналізація освіти, інтернаціоналізація змісту вищої освіти, курикулум, полікультурна компетентність, університет, Канада, trends, modernization, higher education content internationalization, higher education internationalization, multicultural competence, poly-culturalism, international dimension of education, international educational area, university, Canada
Бібліографічний опис
Чирва, А. С. Тенденції інтернаціоналізації змісту вищої освіти в університетах Канади [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.01 – загальна педагогіка та історія педагогіки / А. С. Чирва ; М-во освіти і науки, молоді та спорту України, Сумський держ. пед. ун-т ім. А. С. Макаренка. – Суми, 2012. – 20 с.