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1

International Relations As A Field Of Study In The Canadian System Of Higher Education

100%

Istomina K.

Comparative Professional Pedagogy

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2015

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vol. 5

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issue 2

83-87

EN

The research presents an attempt to investigate the current state of international relations as a field of study in the context of higher education system in Canada. It contains a general overview of the field of study, focusing predominantly on the role and function of the given academic discipline. The scientific investigation covers the issue of short historiographic review of the development of international relations as a separate academic discipline and an independent field of study at the universities of Canada since it provides better understanding of the international relations evolution as a discipline in Canadian system of higher education. It gives information on the origins of international relations discipline in Canada and first higher education establishments, which provided professional training in the international relations field. The article reviews the official normative documents in the sphere of higher education in Canada, such as Major Field of Study Classification and Classification of Instructional Programs, being theoretical basis of our analysis. The research results can be used to outline the place of international relations major among the diversity of functioning academic majors in Canada. The research also turns to the profound analysis of the information about the offered instructional programs, dedicated to professional training of international relations specialists at the universities of Canada.

2

Высшее образование в Москве и в Россиивозможности, проблемы, перспективы

80%

Gbuzhinskay N.

Nowa Polityka Wschodnia

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2014

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vol. 2(7)

171-181

EN

The main aim of this article is to describe the system of higher education in Russia. Moscow is the biggest academic center in Russian Federation. There are about 60 universities. The largest and most popular are Moscow State University, The Pushkin State Russian Language Institute, International University in Moscow and Moscow State Institute of International Relations. They are two levels of higher education in Russia – Bachelor’s degree (4 years) and Master’s degree (2 years). Both could be obtained while studying full-time or part-time. After that, there is a possibility to finish postgraduate studies. Russian universities cooperate with many foreign educational institutions (including Polish universities). Not only do students have the opportunity to leave in Moscow but also study at Russian academies, for example, Pushkin State Russian Language Institute, Moscow State Institute of International Relations and Diplomatic Academy. Higher education in Moscow is affected by various problems. One of them is a decreasing level of education. In fact, students do their specializations, however the level of their general knowledge seems to be low. Furthermore, the education is commercialized since everyone would like to receive a Master’s degree. It suggests that in the near future not only will Russian society have a bigger cadre of professors but also more business and financial universities.

RU

В тексте «Высшее образование в Москве и в России – возможности, проблемы, перспективы» речь идёт об ситуации образовательной системы в России. Москва является главным научным центром всей страны. В городе находится около 60 вузов. Самые большие и популярнейшие из них это: Московский государственный университет им. М.В. Ломоносова, Государственный институт русского языка им. А.С. Пушкина, Международный университет в Москве и Московский государственный институт международных отношений. Высшее образование в России проходит на двух уровнях – «бакалавриат» (4 года) и «магистратура» (2 года). Кроме того, можно учиться в формах послевузовского и дистанционного обучения. Оно проходит в очной и заочной формах. Российские университеты сотрудничают с многими зарубежными университетами (в том числе также с польскими). Благодаря этому, у студентов появляется возможность жить в Москве и учиться в таких вузах как напр. Государственный институт русского языка им. А.С. Пушкина, Московский государственный институт международных отношений и Дипломатическая академия. С высшим образованием связаны многие проблемы. Снижается уровень обучения, у студентов узкая специализация, но у них нет общих знаний. Кроме того, проходит коммерциализация обучения и сейчас немного людей хочет начать работу без получения диплома окончения вуза. В ближайшее время Россию ждёт расширение профессорской группы и развитие бизнесовых и финансовых вузов.

3

Master’s Training as a Part of Young Researcher’S Professional Development: British and Ukrainian Experience

80%

Bidyuk N.

Comparative Professional Pedagogy

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2014

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vol. 4

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issue 3

19-25

EN

The problem of the professional development of young researchers in terms of Master’s training has been analyzed. The analysis of the literature references, documental and other sources gave grounds to state that the basic principle of Master’s professional training is a research-oriented paradigm. The necessity of using the innovative ideas of foreign experience for improving the quality of Master's education due to European approaches has been proved. It has been stressed that the main task of Master’s programs is the preparation of young researchers for the next stage of their career both in research activities and success achievement in various fields of employment, assistance and creation of opportunities as well as optimal conditions for their contribution to the research of a particular scientific field or discipline. An important source for defining strategic priorities of solving the problems of Master’s professional training is studying and analyzing theoretical and practical experience of leading countries (USA, Australia and UK). The features of Masters’ research training in the British experience and the ways of supporting and developing the research activities and fostering Master's professional development in UK and Ukraine have been studied. It has been considered that Master’s training should be realized on the basis of such theories as social, human, intellectual and cultural capital, career orientation, constructive and cognitive concepts, continuing education and adult education, learner-centered education, comparative studies.

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2 Comparative Professional Pedagogy

1 Nowa Polityka Wschodnia

1 Bidyuk N.

1 Gbuzhinskay N.

1 Istomina K.

1 2015

2 2014

International Relations As A Field Of Study In The Canadian System Of Higher Education

Высшее образование в Москве и в Россиивозможности, проблемы, перспективы

Master’s Training as a Part of Young Researcher’S Professional Development: British and Ukrainian Experience