The analysis of legislative support of higher education of Lithuania was carried out. It was found out that the right to higher education in Lithuania is guaranteed by the Constitution of Lithuania. It was revealed that higher education is based on the principles of academic freedom and autonomy, openness and responsibility to society, competition between higher education institutions and students in accordance with the Law on Higher Education and Research 2009. As a result of higher education reform, elements of performance-based funding in the form of performance agreements between universities and the Ministry of Education, Science and Sport were introduced. The indicators of measuring the results for such agreements were determined. They are: accessibility and usefulness of education; quality of research (art and education); internationalization of research and education, integrity of research and education. The sources of funding for higher education in Lithuania have been identified. They include: state budget financial resources for study and research, for maintenance and administration of university, funds of state investment in the infrastructure program, tuition fees, income received from international research and development programs and from orders of legal entities. The main features of the voucher system in higher education of Lithuania were revealed. In particular, the government sets a standardized study price is the cost of a voucher; students have the right to choose study programs and to raise funds for the selected higher education institution; a voucher given for a university student is valid for two years; vouchers can be provided to private universities; the government has allocated funds for six main areas: social sciences, humanities, physical sciences, biomedical sciences, art studies and technological sciences. The indicators of financial autonomy of Lithuanian universities were analysed. ; Здійснено аналіз нормативно-правового забезпечення у сфері вищої освіти Литви. З'ясовано, що право на вищу освіту у Литві закріплено у Конституції Литви. Встановлено, що вища освіта ґрунтується на принципах академічної свободи та автономії, відкритості та відповідальності перед суспільством, конкуренції закладів вищої освіти і студентів відповідно до Закону Про вищу освіту і дослідження 2009 р. Визначено джерела фінансування вищої освіти та досліджень у Литві. Розкрито основні особливості системи ваучерів у сфері вищої освіти Литви. Проаналізовано показники фінансової автономії університетів Литви.
The analysis of legislative support of higher education of Lithuania was carried out. It was found out that the right to higher education in Lithuania is guaranteed by the Constitution of Lithuania. It was revealed that higher education is based on the principles of academic freedom and autonomy, openness and responsibility to society, competition between higher education institutions and students in accordance with the Law on Higher Education and Research 2009. As a result of higher education reform, elements of performance-based funding in the form of performance agreements between universities and the Ministry of Education, Science and Sport were introduced. The indicators of measuring the results for such agreements were determined. They are: accessibility and usefulness of education; quality of research (art and education); internationalization of research and education, integrity of research and education. The sources of funding for higher education in Lithuania have been identified. They include: state budget financial resources for study and research, for maintenance and administration of university, funds of state investment in the infrastructure program, tuition fees, income received from international research and development programs and from orders of legal entities. The main features of the voucher system in higher education of Lithuania were revealed. In particular, the government sets a standardized study price is the cost of a voucher; students have the right to choose study programs and to raise funds for the selected higher education institution; a voucher given for a university student is valid for two years; vouchers can be provided to private universities; the government has allocated funds for six main areas: social sciences, humanities, physical sciences, biomedical sciences, art studies and technological sciences. The indicators of financial autonomy of Lithuanian universities were analysed. ; Здійснено аналіз нормативно-правового забезпечення у сфері вищої освіти Литви. З'ясовано, що право на вищу освіту у Литві закріплено у Конституції Литви. Встановлено, що вища освіта ґрунтується на принципах академічної свободи та автономії, відкритості та відповідальності перед суспільством, конкуренції закладів вищої освіти і студентів відповідно до Закону Про вищу освіту і дослідження 2009 р. Визначено джерела фінансування вищої освіти та досліджень у Литві. Розкрито основні особливості системи ваучерів у сфері вищої освіти Литви. Проаналізовано показники фінансової автономії університетів Литви.
The article deals with problems related to research excellence for innovation and their societal impact, «brain drain» and the formation of entrepreneurial ecosystems. These problems already exist in Ukraine, but they can become exacerbated on the way of its integration into European structures, if the innovation policy does not change. The indicators of research, development and innovation activity in Ukraine and experience of several EU countries are analyzed. The recommendations of the Horizon 2020 Policy Support Facility Panel (2016) and the proposals of the European League of Research Universities (2017) are considered.It is proved that these problems in the process of the European integration movement are exacerbated and can be considered as challenges for the national innovation system and for individual universities. However, it is noted that Ukraine can use the existing positive experience of European countries to overcome similar problems. At the same time, new policies and management will have to counteract the existing approaches, it is also necessary to make changes in the legislation.In order to overcome these challenges, it was proposed to implement public policy and management measures that were proposed in the author's previous work, in particular to carry out assessment of scientists according to the UK experience, but somewhat simplified, and to introduce a performance based funding system. ; The article deals with problems related to research excellence for innovation and their societal impact, «brain drain» and the formation of entrepreneurial ecosystems. These problems already exist in Ukraine, but they can become exacerbated on the way of its integration into European structures, if the innovation policy does not change. The indicators of research, development and innovation activity in Ukraine and experience of several EU countries are analyzed. The recommendations of the Horizon 2020 Policy Support Facility Panel (2016) and the proposals of the European League of Research Universities (2017) are considered.It is proved that these problems in the process of the European integration movement are exacerbated and can be considered as challenges for the national innovation system and for individual universities. However, it is noted that Ukraine can use the existing positive experience of European countries to overcome similar problems. At the same time, new policies and management will have to counteract the existing approaches, it is also necessary to make changes in the legislation.In order to overcome these challenges, it was proposed to implement public policy and management measures that were proposed in the author's previous work, in particular to carry out assessment of scientists according to the UK experience, but somewhat simplified, and to introduce a performance based funding system.
The article deals with problems related to research excellence for innovation and their societal impact, «brain drain» and the formation of entrepreneurial ecosystems. These problems already exist in Ukraine, but they can become exacerbated on the way of its integration into European structures, if the innovation policy does not change. The indicators of research, development and innovation activity in Ukraine and experience of several EU countries are analyzed. The recommendations of the Horizon 2020 Policy Support Facility Panel (2016) and the proposals of the European League of Research Universities (2017) are considered.It is proved that these problems in the process of the European integration movement are exacerbated and can be considered as challenges for the national innovation system and for individual universities. However, it is noted that Ukraine can use the existing positive experience of European countries to overcome similar problems. At the same time, new policies and management will have to counteract the existing approaches, it is also necessary to make changes in the legislation.In order to overcome these challenges, it was proposed to implement public policy and management measures that were proposed in the author's previous work, in particular to carry out assessment of scientists according to the UK experience, but somewhat simplified, and to introduce a performance based funding system. ; The article deals with problems related to research excellence for innovation and their societal impact, «brain drain» and the formation of entrepreneurial ecosystems. These problems already exist in Ukraine, but they can become exacerbated on the way of its integration into European structures, if the innovation policy does not change. The indicators of research, development and innovation activity in Ukraine and experience of several EU countries are analyzed. The recommendations of the Horizon 2020 Policy Support Facility Panel (2016) and the proposals of the European League of Research Universities (2017) are considered.It is proved that these problems in the process of the European integration movement are exacerbated and can be considered as challenges for the national innovation system and for individual universities. However, it is noted that Ukraine can use the existing positive experience of European countries to overcome similar problems. At the same time, new policies and management will have to counteract the existing approaches, it is also necessary to make changes in the legislation.In order to overcome these challenges, it was proposed to implement public policy and management measures that were proposed in the author's previous work, in particular to carry out assessment of scientists according to the UK experience, but somewhat simplified, and to introduce a performance based funding system.
In the article, the backgrounds of the establishment of the European universities were examined, and the role of Roman law in this process was specified. The process of the birth of legal science and education at the University of Bologna and other Italian and European universities was analyzed. It was found that one of the causes of the establishment of the European universities was the need to learn universal law for Europe.The University of Bologna among other European universities was characterized by independence, which required that a rector and faculty staff had to contribute their own funds to the functioning of the university. The Catholic Church began to allocate funds for the maintenance of the University of Bologna since the XIV century, and since the XV century, the public authorities and urban communities fulfilled this function.The role of glossators, commentators and other scholars of Roman law in the universities activities and reception of Roman law in Europe were clarified. The differences in the status of doctors of law, legists, and licensees were shown.The new profession – lawyer – appeared in Italy since the 12thcentury, that was possible to master in universities. By 1100 the persons who acquired a legal profession in universities were hardly met. Lawyers in ancient Rome during the classical Roman law did not study in the universities, and they were mostly government officials or experts in legal issues. The formation of the legal community had important socio-political and historical significance because a new scientific elite appeared. In the 12th century legal education was divided into two areas of canon and Roman law.The process of the formation of the first universities on Slavic lands, and the Charles University in Prague (1347), the Jagiellonian University (1364) in Krakow was shown, and the part of Ukrainian students in the learning process in these universities was analyzed.Based on the analysis of domestic and foreign sources, the process of study of Roman and Canon law at Lviv University, created in 1661,was shown. The establishment of the science of Roman law at Lviv University during the period of Austria and Austria-Hungary (1772–1918 years) was highlighted. ; Висвітлено передумови утворення європейських університетів та вказано роль, яку у цьому процесі відігравало римське право. Проаналізовано процес зародження юридичної й освіти у Болонському університеті та в інших італійських і європейських університетах. Встановлено, що однією з причин виникнення європейських університетів була необхідність вивчення універсального права для країн Європи.З'ясовано роль, яку відігравали глосатори, коментатори та інші дослідники римського права у діяльності університетів та рецепції римського права в Європі. Показано відмінності у статусі докторів права, легістів та ліцензіатів.Охарактеризовано процес утворення перших університетів на слов'янських землях: Карлів університет у Празі – 1347 року, Ягеллонський університет – 1364 року у Кракові та участь українських студентів у навчальному процесі в цих університетах.На основі аналізу вітчизняних та зарубіжних джерел досліджено процес вивчення римського і канонічного права у Львівському університеті створеного 1661 року та становлення науки римського права у Львівському університеті в період Австрії та Австро-Угорщини (1772–1918 роки).
The main content of the study is a comparative analysis of strategies for positioning the leading higher educational institutions of Western Europe in the international information space, namely: Oxford, Cambridge, Edinburgh, Manchester and Bristol universities for the global indicator «prestige of HEI among consumers of educational services or users of educational products», which is based on the indicators of the index of academic reputation; the index of the reputation of the HEI among employers; brand recognition. The author determined the indicators of the index of academic reputation and the index of the reputation of higher education institutions among employers according to the world ranking QS World University Rankings. The article explores the characteristic features, basic methods, and means of positioning leading UK universities. These include stories, conversations, presentations, and the referral method. All of these techniques are widely used during the public talk; on the official websites of the Western Military District; in advertisements of establishments, in social networks. Almost all leading universities use the method of concluding cooperation agreements with various companies and organizations, contributes to the popularization of HEIs and the successful employment of their graduates. The author also notes that the main feature of the positioning of leading universities in the international information space is the promotion of their brands. The researcher concludes that all five universities, with their scientific research, make a significant contribution to the development of the economy and society. Scientists and students have constant financial support for their development. Prizes and awards of scientists are an essential aspect of motivation for scientific discoveries. All universities have personal websites and are in touch with the media, publishing their news on scientific achievements. ; Основний зміст дослідження становить порівняльний аналіз стратегій позиціонування провідних закладів вищої освіти Західної Європи у міжнародному інформаційному просторі, а саме: Оксфордського, Кембриджського, Единбурзького, Манчестерського та Брістольського університетів за глобальним індикатором «престиж ЗВО серед споживачів освітніх послуг чи користувачів освітнім продуктом», який базується на таких показниках: індекс академічної репутації; індекс репутації ЗВО серед працедавців; впізнаваність бренду. Автором наукової розвідки визначено показники індекс академічної репутації та індекс репутації закладів вищої освіти серед працедавців за світовим рейтингом QS World University Rankings. У статті досліджено характерні ознаки, основні методи та засоби позиціонування провідних університетів Великобританії.
The main content of the study is a comparative analysis of strategies for positioning the leading higher educational institutions of Western Europe in the international information space, namely: Oxford, Cambridge, Edinburgh, Manchester and Bristol universities for the global indicator «prestige of HEI among consumers of educational services or users of educational products», which is based on the indicators of the index of academic reputation; the index of the reputation of the HEI among employers; brand recognition. The author determined the indicators of the index of academic reputation and the index of the reputation of higher education institutions among employers according to the world ranking QS World University Rankings. The article explores the characteristic features, basic methods, and means of positioning leading UK universities. These include stories, conversations, presentations, and the referral method. All of these techniques are widely used during the public talk; on the official websites of the Western Military District; in advertisements of establishments, in social networks. Almost all leading universities use the method of concluding cooperation agreements with various companies and organizations, contributes to the popularization of HEIs and the successful employment of their graduates. The author also notes that the main feature of the positioning of leading universities in the international information space is the promotion of their brands. The researcher concludes that all five universities, with their scientific research, make a significant contribution to the development of the economy and society. Scientists and students have constant financial support for their development. Prizes and awards of scientists are an essential aspect of motivation for scientific discoveries. All universities have personal websites and are in touch with the media, publishing their news on scientific achievements. ; Основний зміст дослідження становить порівняльний аналіз стратегій позиціонування провідних закладів вищої освіти Західної Європи у міжнародному інформаційному просторі, а саме: Оксфордського, Кембриджського, Единбурзького, Манчестерського та Брістольського університетів за глобальним індикатором «престиж ЗВО серед споживачів освітніх послуг чи користувачів освітнім продуктом», який базується на таких показниках: індекс академічної репутації; індекс репутації ЗВО серед працедавців; впізнаваність бренду. Автором наукової розвідки визначено показники індекс академічної репутації та індекс репутації закладів вищої освіти серед працедавців за світовим рейтингом QS World University Rankings. У статті досліджено характерні ознаки, основні методи та засоби позиціонування провідних університетів Великобританії.
The purpose of the article is realization of retrospective analysis of process of origin, development and organization of academic activity in the first universities on Ukrainian territory of the Russian empire in the first half of ХІХ century. Methodologically work is carried out with the usage of historic-comparative method of research. The scientific novelty of this study is introduction to scientific circulation some new sources and factual materials, that remained out of Ukrainian researchers' attention, which allowed to find a new approaches to the identified tasks. Conclusions. Thus, the first half of XIX century is an important period in history of Ukrainian science. So, there was founded system of research centers, that in future evolved steadily. In this period organizational forms of native science got further development on Ukrainian territory. Scientific centers equaled on providing universities in the leading countries of Western Europe. Development of science on territory of Naddniprianska Ukraine is constrained, first of all, with the origin of the Kharkiv and Kyiv universities. Empire's government contributed to this move under the the influence of European tendencies. The origin of capitalist relations and industry needed new scientific and technological inventions and developments. Without science development it could not be modernization processes in economy of the state. Ukrainian science was conceived in extremely unfavorable conditions. On development of native prоfеssоrs' research work in universities different factors negative influenced, such as absence of research infrastructure, insufficient funding etc. On development of science in Naddniprianska Ukraine in pre-reform time of XIX century fundamental political and socio-economic contradictions influenced greatly. The origin of capitalist forms of manage needed a wide study, research and usage of natural riches, advancement of science development. But, on the other hand, attempt of dominating political elite to save anything middle ...
The article presents the review of the historical experience of universitymanagement. The most democratic period of the university activity was the early one (theMedieval period). At that time, two universities – Bologna and Paris – served as the modelsthat had an important influence on the organization of activity and management of thehigher educational institutions. The article reveals the distinctive features of management inFrench, Italian, English and German universities in the XII–XV centuries. It singles out theformation of executive bodies and administrative officials like rector, chancellor, generalboards, general councils and bulldog. The article characterizes the peculiarities of theelection of the officials and administrative bodies in the institutions, their functions, rightsand duties in different European universities. Much attention is paid to the part the studentsplayed in the university authority's elections, their representation in the administrativebodies and the opportunities to take up the post of rector. In the University of Paris themanagement comprised the rector and chancellor, abbot Sainte-Geneviève with chancellor,faculties and their deans, the nations with their procurators, cathedral chapter, Masters'board. In the University of Bologna there were several bodies namely the students'corporation, Doctors' collegium, Archdeacon and Archbishop of Bologna, the Germannation. The University of Medicine and Arts elected rector in turns from the representativesof all four nations. The main official in Oxford and Cambridge was chancellor. Initially hewas appointed by the Archbishop from the clergymen but since the XIII century he waselected temporary and from the XV century for life. The University of Bologna influenceon the German higher educational establishments manifested in the fact that for some timein certain universities students were allowed along with Masters and Doctors to exercisecorporation rights. In case of establishing German universities by Paris model thechancellor was appointed. The higher administrative bodies in German universities werethe general board and rector.Key words: university, management, rector, chancellor, general board, students, theMedieval Ages. ; Розглянуто історичний досвід управління університетами. Найдемокра-тичнішим періодом їхньої діяльності був ранній період (епоха середньовіччя).З'ясовано, що в той час зразками, які значно впливали на організацію діяльності тауправління навчальним закладом, були два університети – Болоньї і Парижа.Розкрито особливості управління у французьких, італійських, англійських танімецьких університетах ХІІ–ХV ст. Виокремлено формування управлінськихструктур та адміністративних посад – ректора, канцлера, загальних зборів,генеральних рад, педеля. Схарактеризовано особливості обрання посадових осіб такерівних органів навчальних закладів, їхні, функції, права, обов'язки в різнихуніверситетах Європи. Наголошено на участі студентів у виборах керівниківнавчальних закладів, їхньому представництві у виборних органах та можливостіпосісти посаду ректора.Ключові слова: університет, управління, ректор, канцлер, загальні збори,студенти, середні віки.
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
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 розкрито особливості професійної адаптації студентів класичних університетів. Метою даної статті є визначення особливостей адаптації студентів класичних університетів до майбутньої професійної діяльності. Завдання статті полягають у розкритті поняття «класичний університет»; змісту термінів «адаптація» і «професійна адаптація»; визначенні певних рис професійної адаптації студентів класичних університетів. У результаті дослідження в роботі розкрито особливості адаптації студентів у системі професійної підготовки класичних університетів: стан сучасної класичної освіти України, зміст і структуру професійної підготовки майбутніх фахівців у класичних університетах з метою їх адаптації. ; Nowadays Ukraine faces some socio-economic, political and cultural issues as a result of European integration. The urgent problem of Ukraine's society is improving its education, because it is able to help people adapt to new activities. It is well known that from medieval times higher classical education was concentrated in the university. This tradition is still kept at almost all classical universities of developed countries. According to the reform of education in Ukraine there is a problem concerning the understanding of "classical university", its role in training and education of modern professionals. In addition, classical university teaches students to solve practical problems and solve difficult situations during their future professional activities. The article reveals the features of students' professional adaptation at classical universities, determines the features of students' adaptation at classical universities to their future professional activity. The tasks of this article are: to explain the concept "classical university"; the content of the terms "adaptation" and "professional adaptation"; analyze the characteristics of professional students' adaptation at classical universities. The study reveals the features of students' professional training at classical universities: the state of the modern classical education in Ukraine, content and structure of professional training of the future specialists at classical universities in order to adapt them. After analyzing the semantic content of the studied phenomenon "classical university", we consider that the criteria of a classical university are: extensive training with the help of postgraduate and doctoral studies; developed system of training and professional development; a high proportion of the teaching staff with scientific degrees and academic titles. We believe that it is much more difficult to adapt to the future professional activities at the classical university, due to the large number of other subjects that are not connected with the professional ones, but unlike the specialized university, the classical one educates a modern creative specialist, who has a broad interdisciplinary outlook, based on knowledge of basic sciences, the ability to think and express their thoughts successfully.
It was found that in the 50-60s of the XIX century the opposition of authoritarian and autonomous tendencies of development of university education aggravates. As a result of the positive reform of higher education for educational institutions and the approval of the democratic statute of 1863, the performance of the university's scientific function, serving the interests of society, and the level of academic freedoms increased. Reactionary activists saw a threat in expanding the powers of professorial boards (M. Hiliarov-Platonov, M. Katkov, M. Liubymov, V. Puryshkevych and others). Progressive professors (in particular O. Walter, O. Kovalevskyi, V. Modestov and others) advocated the preservation of the autonomous provisions of the statute of 1863.The process of restoration of university autonomy in 1861–1882 is covered. Organizational autonomy in Kharkiv Imperial University is characterized. Thus, the board of the institution developed regulations for students and outsiders, rules of the university court, instructions of the student inspector, rules on scholarships and financial aid, rules on the use of textbooks, rules on testing applicants' knowledge, rules of student control, projects on faculty division to the branch. The effectiveness of faculty meetings has increased. There was an improvement in the quality of departments; the scientific achievements of applicants for vacant positions were analyzed in detail. The council also filed a petition with the ministry to increase the salary of an associate professor.The academic autonomy of Kharkiv University is analyzed. Professors' lectures became interesting for students due to the attraction of best practices. Teachers constantly underwent scientific internships abroad. A catalog of books was prepared for the library, the funds were constantly replenished due to works published in the university printing house. Cooperation with secondary schools in the district was close.The analysis of organizational autonomy of Kyiv University of St. Volodymyr (council meetings discussed draft legislation proposed by the ministry; approved decisions on reading special courses for students, allocating funds for laboratory equipment, filling vacancies, reviewing student work, etc.). It is also interesting that the minutes of the meetings were published in the "University News".It is proved that the academic autonomy of Kyiv University was characterized by the strengthening of academic freedoms, educational activities of teachers, providing assistance to low-income students, conducting charitable events. The growth of independence could not go unnoticed by the authorities, which was embodied in the relevant regulations. ; Виявлено, що в 50–60 рр. ХІХ ст. загострюється протистояння авторитарної й автономної тенденцій розвитку університетської освіти. Внаслідок позитивної для навчальних закладів реформи вищої освіти та затвердження демократичного статуту 1863 р. посилюється виконання університетами наукової функції, служіння інтересам суспільства, підвищується рівень академічних свобод.Реакційні діячі вбачали загрозу в розширенні повноважень професорських колегій (М. Гіляров-Платонов, М. Катков, М. Любимов, В. Пуришкевич та ін.). Прогресивні ж професори (зокрема, О. Вальтер, О. Ковалевський, В. Модестов та багато інших) виступали за збереження автономних положень статуту 1863 р. Висвітлено процес відновлення автономії університетів у 1861–1882 рр. Схарактеризовано організаційну автономію у Харківському імператорському університеті. Так, рада закладу займалася розробкою положень для студентів та сторонніх слухачів, правил діяльності університетського суду, інструкції студентського інспектора, правил про стипендії й матеріальну допомогу, правил про користування навчальними посібниками, правил про перевірку знань абітурієнтів, правил контролю занять студентів, проектів стосовно поділу факультетів на відділення. Посилилася дієвість факультетських зборів. Спостерігалося покращення якісного складу кафедр; детально аналізувалися наукові здобутки претендентів на заміщення вакантних посад. Також рада порушувала клопотання перед міністерством про підвищення окладу доцента.Проаналізовано академічну автономію Харківського університету. Лекції професорів ставали цікавими для студентів за рахунок залучення передового досвіду. Викладачі постійно проходили наукове стажування за кордоном. Для бібліотеки підготовлено каталог книг, фонди постійно поповнювалися за рахунок праць, які видавалися в університетській типографії. Тісною була співпраця з середніми навчальними закладами округу.Здійснено аналіз організаційної автономії Київського університету св. Володимира (на засіданнях ради обговорювалися проекти законодавчих актів, пропонованих міністерством; затверджували рішення про прочитання особливих для студентів курсів, виділення коштів на облаштування лабораторій, заміщення вакантних посад, рецензування студентських робіт тощо). Цікавим є і той факт, що протоколи засідань друкувалися в «Университетских известиях».Доведено, що академічна автономія Київського університету характеризувалася посиленням академічних свобод, просвітницькою діяльністю викладачів, наданням допомоги малозабезпеченим студентам, проведення ними благодійних заходів. Зростання самостійності не могло пройти повз увагу владних структур, що знаходило втілення у відповідних нормативних документах.
It was found that in the 50-60s of the XIX century the opposition of authoritarian and autonomous tendencies of development of university education aggravates. As a result of the positive reform of higher education for educational institutions and the approval of the democratic statute of 1863, the performance of the university's scientific function, serving the interests of society, and the level of academic freedoms increased. Reactionary activists saw a threat in expanding the powers of professorial boards (M. Hiliarov-Platonov, M. Katkov, M. Liubymov, V. Puryshkevych and others). Progressive professors (in particular O. Walter, O. Kovalevskyi, V. Modestov and others) advocated the preservation of the autonomous provisions of the statute of 1863.The process of restoration of university autonomy in 1861–1882 is covered. Organizational autonomy in Kharkiv Imperial University is characterized. Thus, the board of the institution developed regulations for students and outsiders, rules of the university court, instructions of the student inspector, rules on scholarships and financial aid, rules on the use of textbooks, rules on testing applicants' knowledge, rules of student control, projects on faculty division to the branch. The effectiveness of faculty meetings has increased. There was an improvement in the quality of departments; the scientific achievements of applicants for vacant positions were analyzed in detail. The council also filed a petition with the ministry to increase the salary of an associate professor.The academic autonomy of Kharkiv University is analyzed. Professors' lectures became interesting for students due to the attraction of best practices. Teachers constantly underwent scientific internships abroad. A catalog of books was prepared for the library, the funds were constantly replenished due to works published in the university printing house. Cooperation with secondary schools in the district was close.The analysis of organizational autonomy of Kyiv University of St. Volodymyr (council meetings discussed draft legislation proposed by the ministry; approved decisions on reading special courses for students, allocating funds for laboratory equipment, filling vacancies, reviewing student work, etc.). It is also interesting that the minutes of the meetings were published in the "University News".It is proved that the academic autonomy of Kyiv University was characterized by the strengthening of academic freedoms, educational activities of teachers, providing assistance to low-income students, conducting charitable events. The growth of independence could not go unnoticed by the authorities, which was embodied in the relevant regulations. ; Виявлено, що в 50–60 рр. ХІХ ст. загострюється протистояння авторитарної й автономної тенденцій розвитку університетської освіти. Внаслідок позитивної для навчальних закладів реформи вищої освіти та затвердження демократичного статуту 1863 р. посилюється виконання університетами наукової функції, служіння інтересам суспільства, підвищується рівень академічних свобод.Реакційні діячі вбачали загрозу в розширенні повноважень професорських колегій (М. Гіляров-Платонов, М. Катков, М. Любимов, В. Пуришкевич та ін.). Прогресивні ж професори (зокрема, О. Вальтер, О. Ковалевський, В. Модестов та багато інших) виступали за збереження автономних положень статуту 1863 р. Висвітлено процес відновлення автономії університетів у 1861–1882 рр. Схарактеризовано організаційну автономію у Харківському імператорському університеті. Так, рада закладу займалася розробкою положень для студентів та сторонніх слухачів, правил діяльності університетського суду, інструкції студентського інспектора, правил про стипендії й матеріальну допомогу, правил про користування навчальними посібниками, правил про перевірку знань абітурієнтів, правил контролю занять студентів, проектів стосовно поділу факультетів на відділення. Посилилася дієвість факультетських зборів. Спостерігалося покращення якісного складу кафедр; детально аналізувалися наукові здобутки претендентів на заміщення вакантних посад. Також рада порушувала клопотання перед міністерством про підвищення окладу доцента.Проаналізовано академічну автономію Харківського університету. Лекції професорів ставали цікавими для студентів за рахунок залучення передового досвіду. Викладачі постійно проходили наукове стажування за кордоном. Для бібліотеки підготовлено каталог книг, фонди постійно поповнювалися за рахунок праць, які видавалися в університетській типографії. Тісною була співпраця з середніми навчальними закладами округу.Здійснено аналіз організаційної автономії Київського університету св. Володимира (на засіданнях ради обговорювалися проекти законодавчих актів, пропонованих міністерством; затверджували рішення про прочитання особливих для студентів курсів, виділення коштів на облаштування лабораторій, заміщення вакантних посад, рецензування студентських робіт тощо). Цікавим є і той факт, що протоколи засідань друкувалися в «Университетских известиях».Доведено, що академічна автономія Київського університету характеризувалася посиленням академічних свобод, просвітницькою діяльністю викладачів, наданням допомоги малозабезпеченим студентам, проведення ними благодійних заходів. Зростання самостійності не могло пройти повз увагу владних структур, що знаходило втілення у відповідних нормативних документах.
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.
