Концептуальні засади міжнародного співробітництва у сфері професійно-технічної освіти в Європейському Союзі
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Дата
2020
Автори
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті обґрунтовано концептуальні засади міжнародного співробітництва у сфері професійно-технічної освіти в Європейському Союзі. Схарактеризовано напрями міжнародного співробітництва у сфері професійно-технічної освіти, зокрема: розвиток, координація та/або реалізація міжнародної політики у сфері ПТО; підвищення інституційного потенціалу державних органів влади/надання технічної допомоги, у тому числі й щодо розроблення стандартів ПТО та кваліфікаційних систем; розвиток та управління міжнародними мережами закладів ПТО (обмін інформацією та спільні проекти); сертифікація й забезпечення якості надання освітніх послуг у сфері ПТО за кордоном; маркетинг провайдерів ПТО та розвиток бізнесу; розвиток програм мобільності; розвиток наукових досліджень, обмін інформацією та змережування; розробка систем навчання, курикулуму й навчального обладнання.
The article substantiates conceptual foundations of international cooperation in the field of vocational education in the European Union. In order to achieve the aim of the article the following scientific methods have been used: theoretical – analysis, synthesis, comparison, generalization; method of terminological analysis, systems-structural analysis. It is concluded that along with international cooperation in higher education, such processes in vocational education are becoming more powerful, due to a number of political, economic, socio-demographic, technological and other factors, namely: further unification and strengthening of the convergence of vocational education and training systems; increasing demand for skilled labor with high levels of technological and digital literacy; increasing demand and social order for continuing vocational education; unification of educational standards for qualified specialists training and provision of flexible trajectories for gaining professional qualifications and recognition of learning outcomes; ensuring the quality of vocational education and training, updating its content in line with technological progress; increasing the use of ICT in the learning process to ensure its accessibility, interactivity and individualization, etc. There are different models of VET provision in the European Union, reflecting the country’s leading international cooperation activities at the national level. In general terms, they include: development, coordination and/or implementation of international VET policy; enhancing institutional capacity of public authorities/providing technical assistance, including development of VET standards and qualifications systems; development and management of international networks of VET institutions (exchange of information and joint projects); certification and quality assurance of VET services provision abroad; marketing of VET providers and business development; development of mobility programs; development of research, exchange of information and networking; development of VET systems, curriculum and training equipment. The prospects for further studies are seen in characterizing content-procedural foundations of international cooperation in the field of vocational education in the European Union.
The article substantiates conceptual foundations of international cooperation in the field of vocational education in the European Union. In order to achieve the aim of the article the following scientific methods have been used: theoretical – analysis, synthesis, comparison, generalization; method of terminological analysis, systems-structural analysis. It is concluded that along with international cooperation in higher education, such processes in vocational education are becoming more powerful, due to a number of political, economic, socio-demographic, technological and other factors, namely: further unification and strengthening of the convergence of vocational education and training systems; increasing demand for skilled labor with high levels of technological and digital literacy; increasing demand and social order for continuing vocational education; unification of educational standards for qualified specialists training and provision of flexible trajectories for gaining professional qualifications and recognition of learning outcomes; ensuring the quality of vocational education and training, updating its content in line with technological progress; increasing the use of ICT in the learning process to ensure its accessibility, interactivity and individualization, etc. There are different models of VET provision in the European Union, reflecting the country’s leading international cooperation activities at the national level. In general terms, they include: development, coordination and/or implementation of international VET policy; enhancing institutional capacity of public authorities/providing technical assistance, including development of VET standards and qualifications systems; development and management of international networks of VET institutions (exchange of information and joint projects); certification and quality assurance of VET services provision abroad; marketing of VET providers and business development; development of mobility programs; development of research, exchange of information and networking; development of VET systems, curriculum and training equipment. The prospects for further studies are seen in characterizing content-procedural foundations of international cooperation in the field of vocational education in the European Union.
Опис
Ключові слова
міжнародне співробітництво, професійно-технічна освіта, Європейський Союз, international cooperation, vocational education, European Union
Бібліографічний опис
Христій, Ю. Концептуальні засади міжнародного співробітництва у сфері професійно-технічної освіти в Європейському Союзі [Текст] / Ю. Христій // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. А. Біда, Ю. А. Бондаренко та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2020. – № 2 (96). – С. 292–301. – DOI: 10.24139/2312-5993/2020.02/292-301.