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АНАЛІЗ СТАНДАРТІВ ПРОФЕСІЙНОЇ ПІДГОТОВКИ БАКАЛАВРІВ ПОЛІТОЛОГІЇ В СИСТЕМІ УНІВЕРСИТЕТСЬКОЇ ОСВІТИ АНГЛІЇ ТА УЕЛЬСУ

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Брандибура І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 9(53)
73-82
EN
The article presents the results of research dedicated to the content analysis of standards for professional training of political scientists in the higher education system of England and Wales. The materials highlighting certain aspects of the legal provision of professional training in the field of political science have been examined. The in-depth analysis of standards for professional training of bachelors in political science, elaborated by the Quality Assurance Agency for Higher Education, has been carried out. Basic principles and essence of political science, requirements for professional competences of political scientists, forms of teaching, learning and assessment that are relevant in the study of political science have been reviewed. Standards for training political scientists at the universities of England and Wales are set out in the document called “Subject Benchmark Statement for Politics and International Relations”. The document focuses on two main features of political science – diversity and opportunity, which are reflected in the multiplicity and breadth of the defining principles, nature and extent of subject and skills acquisition. Since this discipline is closely connected with other humanitarian and social sciences such as law, economics, geography, sociology, history, cultural studies, literature, philosophy, the interdisciplinary nature of political science is emphasized. The document focuses on professional competences of political scientists, rather than curriculum content. Bachelors in political science should develop competences which are divided into three categories: 1) subject knowledge and understanding, 2) generic intellectual skills and 3) personal transferable skills. Plurality of political science should be reflected in the plurality of educational technologies used for teaching this discipline. The dominant forms of teaching are lectures and seminars, but workshops, whole group, small group and individual teaching, student-led and tutor-led sessions, skill-based, discussion-based and knowledge-based classes are widely used by universities. The effectiveness of the learning process is greatly enhanced through the use of computer technologies, so many universities in England and Wales carry out studies using a virtual learning environment.
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