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2015 | 2(46) | 332-339

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Reforming of higher pedagogical education in Ukraine in conditions of Europeanintegration

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One of the priorities of the state policy in the field of education in the conditions of European integration process and in accordance with the Bologna declaration provisions is to build higher pedagogical education in Ukraine. This process needs updating of the goals and improvement of the content of teacher education based on the competence approach, raising the level of professional preparation of teachers taking into account not only the achievements of national science, but also the main trends and regularities of teacher training functioning in Europe. Among the main problems there can be distinguished the lack of the long term single conceptual approach to the operation and development of the national system of pedagogical education; low level of material and technical, educational and information provision of higher education; weak motivation to public,businesses and investment in education; insufficient correspondence between the requirements of the society in the higher education system and its financial support from the state; the lack of an effective system of social and economic incentives for teachers and scientific-pedagogical staff. Considerable attention needs solving the problem of lowering the motivation of school leavers for acquiring teaching profession, inefficient system of employment of graduates of higher pedagogical institutions and lack of mobility systems retraining of pedagogical staff according to the needs of the labour market. There is a need in overcoming inconsistencies in education quality monitoring system according to the international standards and improving the quality of the evaluation system of university graduates, including pedagogical. The key point of reform of higher education in Ukraine is the adoption on July 1, 2014 a new law «On Higher Education», which regulates functioning of higher education system. Improving the quality of teacher training requires a change of the status of pedagogical education and its carrier – Pedagogical University – into their space. Pedagogical Universities should become centres of educational research and educational complexes and take the initiative and leaders of innovative processes in education. Reforming pedagogical education provides for demonopolization and diversity system of postgraduate pedagogical education and forms of advanced training of teaching staff at educational establishments outside their permanent place of work.


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