Suchergebnisse

Метою статті є визначення сучасних тенденцій стосовно викликів інтернаціоналізації вищої освіти та перспектив подальшого розвитку глобальної вищої освіти. Завдяки теоретичному методу концептуально-порівняльного аналізу актуальних досліджень процесу інтернаціоналізації освіти у глобальному контексті, аналізу зарубіжного досвіду, концептуальних підходів до вивчення інтернаціоналізації вищої освіти, представлено сучасні тенденції інтернаціоналізації вищої освіти на національному та глобальному рівнях. Визначено основні виклики та перспективи подальшого розвитку інтернаціоналізації вищої освіти в контексті політичної діяльності урядів та економічної діяльності університетів. ; The aim of the article is defining of modern trends concerning challenges of higher education internationalization and perspectives of further development of global higher education. By means of theoretical method of conceptual comparative analysis of current studies concerning higher education internationalization process in the global context, analysis of foreign experience, conceptual approaches to studying HEI current trends of higher education internationalization at national and global level have been outlined. Main challenges and perspectives of further HEI development in the context of government political activity and university economic activity. One of the problems is getting visas and non-friendly atmosphere for foreigners. It causes decrease of international students in Great Britain and USA, which historically were the leaders of higher education internationalization. In some countries appear debates at institutional and national levels concerning HEI restrictions, in particular international student mobility growing and usage of English. Another trend is growing concern about efficiency and therefor necessity of transnational education. There are some incidents of campuses closing because of academic freedom restriction and poor local consulting of currant projects. Steady growing of fees for international students is also negative trend in many regions. Geographical shift of new powerful educational centers from Europe to the pacific and eastern Asia is being observed. Besides mentioned problems scientists put into dispute ethical challenges of HEI. Evident critics of unlimited growing of teaching in English from one side and foreign student recruitment and development of brunch campuses from another one become absolutely opposite resources. Existence of nationalistic and populist argument of anti-internationalism and anti-immigration is putted in the opposition to academic freedom conviction, quality and ethics within higher education community. Most countries consider commercialization, brain drain and low quality of education to be the main risks connected with internationalization. These risks concern more crossboarders aspects of HEI than campus activity. The loss of cultural identity is undoubtedly the highest factor of risk that is following the process of internationalization. Education internationalization by developed western universities is often treated as academic colonization, which aims to enlarge its academic influence on developing nations. Quality assurance is another main problem as many claims concerning low standards of international higher education programs have been arisen.

У статті здійснено аналіз актуальних досліджень процесу інтернаціоналізації вищої освіти в Європейських університетах. Визначено основні способи інтерпретації поняття інтернаціоналізації вищої освіти (ІВО) в контексті діяльності університетів. Представлено стратегії та підходи до на інституційному та національному рівнях. Виділено основні тенденції розвитку ІВО в межах Європейського Союзу на сучасному етапі. ; The article presents analysis of modern studies of higher education internationalization process in European universities. Based on modern scientific approaches to higher education internationalization in the context of university activity the principal ways of higher education internationalization interpretation and understanding have been defined. Modern scientific concerns mostly come to the concept of comprehensive intensive internationalization. It is critical to involve institution leaders, chiefs, lectors, professors, students and all educational and service departments. Internationalization becomes institutional imperative but not only desired opportunity. Recently the notion is interpreted as "purposeful integration of international and intercultural dimension into formal and informal curriculum for all students within learning surrounding at home". It considers modern strategies and approaches to higher education internationalization at institutional and national levels. The basic strategy of European Union aims to support elaboration by universities and states-members their own comprehensive internationalization strategies, which will be helpful in fulfillment of general European strategy 2020. One of the most outstanding aspects of internationalization is cooperation with foreign education institutions. Appearance of virtual learning stimulated EU to recommend universities and states to include in their strategies cooperation and partnership, and "internationalization and improvement of curriculum and digital learning". The principal strategies at institutional level are recruitment of foreign instructors and students and correspondingly widening of international learning surrounding, transformation of curriculum and improvement of teaching quality, international cooperation, development of international research and promotion of academic exchanges. One of the principal tasks of HEI is internationalization of academic research interpreted as usage of advanced Western economic tools for analysis and assistance in solving economic problems. Key trends of higher education internationalization development within European Union at modern stage have been outlined as the following: - main advantages and the reasons for HEI incorporation are considered to be improvement of teaching and learning quality and training students for living in a globalized world; - policy at national level is a main external driving force for institutional policy concerning internationalization; - rising of international student mobility is a main political focus within institutional internationalization policy, it becomes more important at regional level and for now is key challenge for those working at internationalization; - international student mobility, international research cooperation and international strategic partnership are priority aspects of internationalization activity in European educational establishments. While physical mobility is the key component of European integration project, virtual mobility is a key component of digital learning internationalization. The most widespread notion of virtual mobility is "usage of information and communication technologies with the aim of gaining the same advantages as usual physical mobility but without necessity to travel".

У статті здійснено аналіз актуальних досліджень процесу інтернаціоналізації освіти в китайських університетах. Представлено стратегії й підходи до ІВО на національному рівні. Визначено основні способи інтерпретації поняття ІВО на національному та інституційному рівнях у контексті діяльності університетів Китаю. Виділено основні стратегії ІВО в університетах Китаю. ; The article presents analysis of modern researches of Chinese higher education internationalization. It considers modern strategic issues concerning internationalization at universities. Internationalization is represented as a key component of higher education development. On the basis of modern scientific approaches to higher education internationalization at Chinese universities in the context of their activity the principal ways of internationalization interpretation have been defined. Understanding of the notion of higher education internationalisation in China at the national level has been narrow for a long time. In general it means international activities and exchange programs. China authorities emphesize mainly on practical aspects of internationalization but not wide understanding of mutual exchanges of people, ideas, well-being and services between nations and cultural identities. This narrow vision is associated with Sino-centric mentality: Chinese teaching as essence, western one for practicality. Implementation of internationalization policy is fulfilled under national government control. At the national level is assumed an existence of 4 internationalisation categories: 1) intensive transnational higher education; 2) strategy of internationalization elite of China universities; 3) curriculum internationalization; 4) challenges in China higher education. Two characteristics of Confucian model are highlighted in Chinese national strategy of higher education internationalization: the first – strict national outlining of structures, funding and priorities; and the second – accelerated state investing in research and world-class universities. It has been determined that there is the lack of definite and well-planned strategy of building new world-class universities or in other words common national higher education internationalization strategy in China policy. Internationalization initiatives at institutional level have been outlined. Alternative strategies of higher education internationalization at institutional level under conditions of international activity are recruiting of foreign lectors and students and accordingly strengthening of international learning environment, transformation of curriculum and improvement of teaching quality, development of international research and increase of academic exchanges.

У статті здійснено аналіз сучасних наукових підходів до навчання людей з особливими потребами у ВНЗ, з'ясовано стан розробленості проблеми у вітчизняному науковому просторі. Представлено законодавче підґрунтя інклюзивного навчання в університетах Канади на національному та провінційному рівнях. Охарактеризовано особливості розвитку інклюзивного навчання студентів з особливими потребами в університетах Канади. Дано рекомендації щодо реалізації інклюзивного навчання студентів з особливими потребами у ВНЗ України. ; The article represents analysis of modern scientific approaches to education of people with special needs in higher educational establishments. The state of issue elaboration by native scientific area has been given. The legislative foundations of inclusive education in universities of Canada at the national and provincial levels have been outlined. Canadian legislation foresees elaboration of inclusive curriculum and programs, policy and services, educational equipment, teaching techniques and evaluation methodology, overcoming of existing barriers (extra difficulties, support in needs), creating friendly surrounding through the policy of tolerance, improvement of teaching stuff qualification in the work with students with special needs, work with the secondary education system to promote transition to higher education system, work with business community aimed at promotion of transition from higher education to the world of work, collecting statistical data to monitor, prevent and improve systematic discrimination and manage educational policy and processes. Important role in providing educational and social development of people with special needs is played by national and public organizations. Institutional policy concerning adaptation of and access improvement for students with special needs is fulfilled in most universities and colleges. Peculiarities of inclusive education of students with special needs at Canadian universities have been characterized. Inclusive education in Canada had some barriers and resistance of educators but with the time passing positions of educators were changing from adaptation to detailed and positive acceptance of inclusive practice. Basic issues of scientific research in the period of inclusive movement were implementation, financing and support, professional development. Philosophic assumptions concerning inclusive movement were based on social justice, civil rights and equity and gradually differed from the concepts of exclusivity and special education. In the result of research recommendations concerning realization of inclusive education in higher educational institutions of Ukraine have been offered.