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СТАНОВЛЕННЯ ПОЛІТЕХНІЧНОЇ МОДЕЛІ ВИЩОЇ ОСВІТИ В КРАЇНАХ ЗАХІДНОЇ ЄВРОПИ

100%
Год Б.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 9(53)
82-91
EN
The article analyzes development of the Polytechnic model of higher education in the countries of Western Europe. As a result of research it is found out that a new type of technical college originates from the French “Ecole Polytechnic”, founded in 1794. The French Polytechnic school provided basic training in fundamental sciences, after which students could continue their education in a specialized engineering school. The classic features of a new model of education acquired in Germany. General engineering and special knowledge were merged into one education institution. In German polytechnic schools operated one or more common for all special departments preparatory class in which there were studied the subjects that formed the general basis for any higher technical education. After obtaining the necessary physical-mathematical training, the students acquired knowledge in the special field of technology. Most of the polytechnic schools had four main departments: mechanical, chemical, construction, and engineering. Through a combination of theoretical education with professional and practical work and in scientific laboratories, the polytechnic graduates could solve complex engineering problems. In the middle of the XIX century in Germany started work on speeding up the academic process in the polytechnics, they imposed the same educational conditions, which were at that time in the universities: the same examinations, advanced study of Mathematics and Natural Sciences, the extensive use of subjects of a humanitarian cycle. The model of technical school, the branch range of which was close to the university, became a model for new polytechnic institutes and had been adopted by Russia, the USA, Japan, China and other countries. The main feature and the main educational and scientific advantage of the polytechnic model of higher education was under such principles as: technical versatility, in-depth study of fundamental disciplines, high-quality training at all stages of student learning, focus on the needs of the regional economy and the state as a whole.
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