Suchergebnisse

У статті розглядається проблема інтернаціоналізації забезпечення якості вищої освіти (ЗЯВО) в Україні. Мета дослідження полягає в аналізі й узагальненні шляхів та підходів до інтернаціоналізації ЗЯВО в Україні в контексті історичного дискурсу. Для реалізації поставленої мети було використано методи ретроспективного, системно-логічного, структурно-функціонального аналізу. Результатами проведеного дослідження стало обґрунтування авторської періодизації розвитку інтернаціоналізації ЗЯВО в Україні, визначення провідних тенденцій досліджуваного процесу на кожному з виокремлених етапів. Практичне значення дослідження полягає у використанні його теоретичних положень та висновків при розробці національних, регіональних, інституційних стратегій розвитку ЗЯВО в Україні, у викладанні навчального курсу з педагогіки вищої школи у процесі підготовки магістрів у закладах педагогічної освіти. ; The article focuses on the issue of internationalization of higher education quality assurance in Ukraine. The goal of the study is to distinguish the stages of the development of internationalization of higher education quality assurance in Ukraine in the context of formation of the European Higher Education Area and to identify the leading trends of the process under study at each of the selected stages. The methods of retrospective, systemic, structural and functional analysis have been used to achieve the goal to be sought. The results of the study conducted are defining and justifying (according to such criteria as legislative environment, organizational and procedural approaches) the author's periodization of development of internationalization of higher education quality assurance in Ukraine, which consists of the following stages: formative (1996-2004), law-making (1996-2004), Bologniazation (2005-2009), accumulation (2010-2014), modernization (2014 - up to now); determining of the leading trends of the process under study at each of the selected stages. The practical significance of the study. The materials and results of research can be used in the process of development of national, regional, institutional strategies for the HEQA development in Ukraine, in the delivery of higher education pedagogy courses in the process of the Master's training in pedagogical institutions. The study of the genesis of the HEQA internationalization development in Ukraine testifies that it is becoming a key factor of the integration into the European Higher Education Area, although it tends to come inconsistently, at a fairly slow pace. The main factors that hinder development of the phenomenon under study include the excessive centralization, formalization, regulation of quality assurance processes, implemented by the Ministry of Education of Ukraine, which exercise full control over HEQA processes and mechanisms via its structural units. The main forms of HEQA internationalization are cooperation with international organizations and education institutions, participation in international programs such as ERASMUS, 1ЕР (EUA), academic mobility programs, provision of educational services to foreign citizens, internationalization of educational and scientific programs. HEQA internationalization is considered as a policy (comes under review in key political documents), an object of research in the field of higher education theory (philosophy of education, political studies, sociology of education, economics of education, education management, higher education didactics, comparative education, etc.), an educational practice of particular universities aimed at ensuring the competitiveness of HEIs, their autonomy, and using transparent quality assurance procedures while taking into account the European standards and recommendations. The study of the above mentioned issue does not cover all the aspects of the problem under research. A comparative study of the HEQA procedures and mechanisms in European countries may be particularly important.

У дослідженні подано характеристику особливостей розвитку міжнародного співробітництва у забезпеченні якості (ЗЯ) підготовки докторів філософії (PhD) в контексті розбудови ЄПВО. Хронологічний аналіз документів колективних суб'єктів Болонського процесу уможливив з'ясування чинників, принципів, напрямів, форм та тенденцій інтернаціоналізації процесу ЗЯ підготовки PhD у ЄПВО. Структурно-логічний аналіз нормативної бази та актуального стану досліджуваного процесу в Україні уможливив висвітлення проблем та визначення перспективних шляхів залучення системи вищої освіти України до формування європейського виміру ЗЯ підготовки PhD. ; The study characterizes the peculiarities of development of the international cooperation in quality assurance (QA) of doctoral training in the context of EHEA development. Chronological analysis of documents of collective subjects of the Bologna process made it possible to find out the factors, principles, directions, forms and trends of the internationalization of the process of doctoral training in EHEA. It is revealed that formation of the normative principles of doctoral training is related to the approval of "Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG)" (Bergen, 2005). Further development of the international co-operation in the QA of doctoral training was acquired during a series of Ministerial Meetings of the Bologna Process Participants (London (2007), Leuven (2009), Bucharest (2012), Yerevan (2015). Clarification of the specifics of QA of doctoral training was made due to the approval of its fundamental principles (Salzburg I), which stated that the key component of the doctoral program is research, which is an integral part of the University's research programs. The institutional framework for European cooperation in the field of QA of doctoral training has become the international professional network of providers of doctoral programs EUA-CDE. Its participants initiated a series of research on the most pressing problems of doctoral training in EHEA. The study stated that the result of the development of international cooperation in the field of study is the internationalization of QA processes, formation of the European dimension of QA of doctoral training, which has both quantitative characteristics (indicators of the quality of the educational program and research), and qualitative (features of the quality culture of the doctoral training). The systematic and logical analysis of the normative bases and the actual state of the investigated process in Ukraine made it possible to highlight problems and identify prospective ways of participation of the Ukrainian higher education system in shaping the European dimension of QA in doctoral training.

У дослідженні висвітлено процеси розвитку наднаціонального (європейського) виміру забезпечення якості вищої освіти (ЗЯВО). На основі аналізу документів ЄС та Болонського процесу виокремлено етапи розвитку досліджуваного феномену: 1) розробка й експериментальна перевірка методології та процедур ЗЯВО; 2) інституалізація; 3) стандартизація; 4) легітимізація. Систематизовано аспекти інтернаціоналізації діяльності агенцій ЗЯВО в сучасних умовах: транскордонна діяльність агенцій ЗЯВО, оцінювання якості спільних освітніх програм університетів різних країн оцінювання якості транскордонної/транснаціональної вищої освіти. ; The study described the stages of development of a supranational (European) dimension of quality assurance in higher education. To achieve the goal, methods of diachronic and synchronous, comparative analysis of EU documents and the documents of European organizations – collective actors of the Bologna Process (ENQA, ESU, EUA, EURASHE), as well as retrospective and structural-logical analysis of the activities of international organizations of QA (networks, associations, agencies) were used. The following stages of development of the European dimension of QA are identified: 1) the stage of development and experimental verification of QA methodology and procedures in the European region (1991–1997) – preparation and conduction of pilot experiments aimed at the development and implementation of a unified QA methodology in the European region, which should be open to adaptation to its national variants; 2) the stage of institutionalization of the European dimension of QA (1998–2005): the establishment of international QA agencies (ENQA, 2000, CEENQA, 2001, ECA, 2003, NOQA, 2003, etc.), definition of the principles and content of their activities . Launching EQAF as a permanent platform to discuss the development of the European dimension of QA in political, scientific and methodological formats; 3) the stage of standardization of the European dimension of QA (2005–2015): development of ENQA in conjunction with EURASHE, ESU, EUA and approval at the Bergen Ministerial Summit of the document "Standards and Guidelines for Quality Assurance in the European Higher Education Area" (2005), creation of EQAR as a tool for standardizing the activities of national QA agencies, further developing and intensifying the interaction of QA structures at different levels; 4) the stage of legitimizing the European dimension of QA (since 2015): the adoption of the new edition of the "Standards and Guidelines for Quality Assurance in the European Higher Education Area", creation of the European approach to quality assurance of joint programs, the transformation of the European dimension of QA into a leading factor in modernization the EHEA in accordance with the needs of the socio-economic, socio-political, cultural and educational development of the region. Systemic internationalization of QA, the leading tools of which are: cross-border activities of QA agencies, assessment of the quality of joint educational programs of universities of different countries; assessment of the quality of cross-border/transnational higher education.