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The Concept of English Philologists’ Training at Swiss Universities

100%
Zasluzhena A.
Comparative Professional Pedagogy
|
2016
|
vol. 6
|
issue 2
88-95
EN
The issue of plurilingual approach usage to the study of foreign languages has been made actual on case study of Swiss universities. Basic concepts of English philologists’ formation at Swiss universities have been determined. These components have been analyzed with relation to their relevance to the prospective philologist in English Linguistics and Literature. The attention has been focused on the effectiveness of Swisss higher education up to the indicator “skills” (Global Information Technological Report 2014, Networked Readinnes Index, NRI) according to the World Economic Forum on the development of information technologies in different countries. The emphasis has been made on mutual interaction between sectors of secondary and higher education, that contributes to the quality improvement of education in the country. Some steps in the process of modernization in primary and secondary education have been indicated, such as the usage of the Swiss version of the European Language Portfolio; development of “Profession-related Language Competence Profile for Foreign Language Teachers at Lower Secondary Schools”, “The Passepartout Language Teacher Profile”. Attention is paid to the following changes of teachers’ training: its belonging to tertiary study; mandatory practice-teach for English teachers in English-speaking countries, the required level of command of English language as admission to study in Bachelor and Master programs; capability to work in other linguistic regions, which in turn causes the requirements on quality assurance of particular region language proficiency according to the CEFR (Common European Framework of Reference for Languages).
2

ЗАБЕЗПЕЧЕННЯЯКОСТІВИЩОЇ ОСВІТИ В КОНТЕКСТІ ІМПЛЕМЕНТАЦІЇ ЗАКОНУУКРАЇНИ «ПРО ВИЩУ ОСВІТУ»

67%
Любов П.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 2(66)
115-131
EN
Education is integral for intellectual, cultural, spiritual, social, economic development of society and the state. The aim of education is one’s multilateral development as a personality and society’s highest asset, development of talents, mental and physical abilities, formation of high moral qualities, educating citizens able to make conscious social choice, enriching intellectual, creative, cultural potential of people, increasing their level of education, providing qualified professional for national economy. Quality of education is not a demand of fashion but an actual necessity. It has at least two aspects: internal, which includes correspondence to the norm, standard, specification, namely content of education, level of student’s and teacher’s training, informational and methodological support, material and technical base of quality training, education technologies, research; external – satisfaction of customer’s demand. Quality of education depends directly on the demands: goals, standards and norms; quality of resources: programs, human resources, student population, material and technical base, funding and quality of education processes: research and educational activity, administration, education technologies, which directly ensure quality training of professionals. For Ukraine modernization of the system of quality of higher education control is important in the context of European higher education area. The importance and relevance of the task for Ukraine is confirmed by the act of joining Bologna process (May 19, 2005 Bergen, Norway), where the quality of education is defined as the essence for creation of European higher education area. In 2003 ministers of the countries that were participants of Bologna process appealed to European Association for Quality Assurance in Higher Education in order to request to work out standards, methodology and recommendations for assessment of education quality in collaboration with other organizations. The process of ensuring quality of education is not solely Ukrainian or European problem. The emphasis on quality and standards is increasing all over the world, which could be explained by rapid expansion of higher education. Ukrainian higher education has articulated the goal to join European higher education area, it takes effort to modernize educational activity in the context of European requirements, introduced the system of control of quality of higher education through National Agency for Quality Assurance in Higher Education as a constantly operating collegial entity with authority to realize state policy in the sphere of ensuring quality education, its work is focused on executing state control as well as assisting higher education institutions to form the culture of quality. Recently adopted Law of Ukraine “On Higher Education” states that the main feature of quality assessment is independent character of assessment which should be carried out by National Agency for Quality Assurance in Higher Education, the network of independent institutions, specialized in quality assessment as well as higher educational establishments.
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