Suchergebnisse

Bologna process (launched, oddly enough, in Sorbonne at the General meeting of ministers of Great Britain, Germany, France and Italy, May 25, 1998) which has been already actively spreading on territories of the states of Western, Central and Eastern Europe for ten years will postulate the necessity of perspective genesis of the general European higher education system in the integrative context. The main idea of Bologna documents is convertibility of higher education diplomas of different levels, as well as academic degrees and academic titles. In opinion of the project's authors, such convertibility must be achieved due to the certain system of education (before- and postgraduate), whose unity will be provided by the ECTS credit-module mechanism and will facilitate the mobility of education, production and research programs. It is foreseen that this, in its turn, must promote quality of the European education, overcome obstacles, caused by the state separation (studies, employment, experience involvement, a proper wage, pension, etc.), it should perfect old vision of the European education and spur to new methodological, methodical, scientifically research horizons (Bologna, General statement of the European ministers of education, June 18-19, 1999). Later on, in Salamanca representatives of more than three hundred of European higher educational establishments declared that «higher education must be accountable to society», and it is necessary to develop and ground it «on the basis of scientific researches» (Salamanca, Conference of the European higher educational establishments and educational organizations, March 29-30, 2001).Ukraine entered the Bologna club in 2005. The reasons of it were aspiring to the European integration, tendency of isolation from the soviet, quite often negative, inheritance, desire of internal consolidation on new principles, as well as certain political, economic, social, cultural, ethnic and historical factors. Historical traditions of dynamics of the system of scientific degrees in Ukraine and correspond questions of terminology for a designation of concepts of attestative activity as institute of award of scientific degrees and assignment of academic statuses was consider. ; У статті аналізуються аспекти трансформації болонських традицій у староукраїнських вищих навчальних закладах – Львівському університеті та Києво-Могилянській академії з погляду насиченості навчального процесу, атестаційної діяльності й значення для сучасного стану й законодавчих перспектив у сфері науки й освіти