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1

АКТУАЛЬНІ ПРОБЛЕМИ ЯКОСТІ ВИКЛАДАННЯ У ЄВРОПЕЙСЬКІЙ ВИЩІЙ ШКОЛІ: АНАЛІЗ ПРІОРИТЕТІВ ОСВІТНЬОЇ ПОЛІТИКИ ЄС

100%
Аліна С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 5(69)
50-65
EN
The study is devoted to highlighting the priorities of European Union policy in the sphere of higher education. On the basis of structural and logical analysis of the EU documents devoted to the problems of higher education quality, the dynamics of development of Quality Assurance strategies in teaching in HEI is characterized. The analysis of the source of the study made it clear that the issues of ensuring the quality of teaching in higher education had become the subject of cooperation between the political and academic communities of the European region from the very first days of the existence of the EU. It is revealed that the problem of the quality of higher education and teaching excellence remains relevant in modern conditions. Through the terminological analysis of the content of international and national documents on higher education, the essence of key concepts of research (quality of higher education, quality of teaching in higher school) is specified. The structure of standards for quality assurance in higher education developed and adopted by ENQA in cooperation with other regional organizations, members of the E-4 Bologna Process Group is highlighted. It is shown that the Standards outline, first of all, the context, scope, purposes and principles for Quality Assurance (QA) in the European Higher Education Area. Three dimensions of standards are defined: 1) internal (institutional); 2) external (national, supranational); 3) standards for the quality assurance agencies. The political, administrative, pedagogical and technological dimensions of the recommendations presented in the modern EU documents on QA of teaching at the higher school are outlined. The urgent directions of the updated EU agenda on QA of higher education, adopted in 2017, were found: 1) tackling future skills mismatches and promoting excellence in skills development; 2) building inclusive and connected higher education systems; 3) ensuring higher education institutions contribute to innovation; 4) supporting effective and efficient higher education systems. Conclusions are made on deepening of interpretation of the essence of the problems existing in European higher education in EU documents. The trends consist in the transition from general political rhetoric to the need to ensure the quality of the educational process to a highly professional, holistic analysis of the mechanisms for solving the problem, which includes the characteristics of the external (political, economic, social, cultural) and internal (academic) contexts of the functioning of European higher education; generalization of the positive experience of national educational systems from the problem under study; development of European Standards and Recommendations on QA; scientific and pedagogical recommendations on the application of innovative forms and teaching methods, high-tech approaches to organization of the educational process; promotion of high quality teaching and formation of a system of continuous professional development of higher school teachers.
2

ОСНОВНІ АСПЕКТИ МІЖНАРОДНОГО ВИМІРУ ПРОЦЕСУ ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ВИЩОЇ ОСВІТИ

84%
Білокопитов В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
27-33
EN
The main aspects of national dimension of higher education quality assurance have been determined in the article. They are quality education management, licensing, certification, accreditation, quality assessment, audit, monitoring, rating. As for international dimension the main aspects of higher education quality assurance are internationalization, globalization, Europeanization, regionalization, integration. Internationalization involves both changes in curricula, programs of higher education and mobility of students, teachers, administration, training programs and institutions engaged in education. Internationalization of education is interpreted as: a) implementation of international educational content, international teaching materials, forms of activity; b) the integration of international and intercultural dimension in teaching, research, social services; c) process that includes not only changes in the curriculum and student mobility, but also mobility of teachers and administrators, specially designed strategy of higher education adaptation to new conditions to profit from internationalization. Factors that contribute to internationalization acceleration are: 1) large-scale participation in higher education; 2) development of global service competition and internationalization of labor markets; 3) cost reduce of transport services; 4) the ability to obtain rapid information. The term “globalization” combines a number of related concepts: the internationalization of production, trade, finance, development of international corporations; international mobility of professionals, international communication flows; global exchange of ideas and concepts, export of western values, the spirit of democracy, ecological awareness; development of international civil society organizations; the growing importance of international law standards to determine the national legislation. Modern concept of “Europeanization” includes two contradictory trends. On the one hand, regionalization in higher education could be defined as the process of regional cooperation increasing. On the other hand, regionalization in higher education is an integral part of the globalization process in the sense that cooperation between neighbors strengthens to counter pressure from other countries and regions of the world. Integration is defined as the union of organized people communities in certain areas, depending on the decision, will and aspirations of people.
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