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 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.
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.
У статті аналізується науковий дискурс автономії університету. Зазначається, що поняття «академічна автономія» розглядається не тільки як символ університетської ідентичності, тісно пов'язаний з розумінням природи університету, його місця в суспільстві, а й як базовий індикатор розвитку загальноєвропейського освітянського та наукового простору, як інструмент практичного вирішення гнучкого управління академічними структурами. Зазначається, що перший університет, який було засновано у Середньовіччі, виник як автономна інституція. Показано, що така форма організації наукового співтовариства продемонструвала свою перевагу, разом з тим така модель університету мала і свої вади. Автономія університетів Нового часу формувалась в епоху, коли створювались держави-нації. В основу формування університету було закладено ідеї німецьких філософів, які й розпочали теоретичний аналіз поняття «автономія». Аналізується доктрина сучасної університетської автономії, яка активно обговорюється вченими. Особливу увагу приділено аналізу характеристики поняття «автономія» в Законі України «Про вищу освіту». Розглянуто сучасні теоретичні підходи до сутності феномену університетської автономії, показано, що університетська автономія розглядається дослідниками у трьох площинах: академічній, політичній та фінансовій. Приведено основні класифікації автономії, дана їхня характеристика. Відрізняють академічну, процедурну та субстантивну автономію, сутність якої визначають через класифікацію цього феномену. Інші дослідники виділяють змістовну, процедурну та організаційно-структурну автономії. Виходячи зі світової практики діяльності вузів, виокремлюють ліберальну та центристську моделі університетської автономії. У залежності від характеру взаємовідносин з державою та особливостями фінансування виокремлюють ринкову, директивну та змішану моделі автономії університету. ; В статье анализируется научный дискурс автономии университета. Отмечается, что понятие «академическая автономия» рассматривается не только как символ университетской идентичности, который тесно связан с пониманием природы университета, его места в обществе, но и как базовый индикатор развития общеевропейского образовательного и научного пространства, как инструмент практического решения гибкого управления академическими структурами.Отмечается, что первый университет, который был основан в Средневековье, возник как автономная организация. Показано, что такая форма организации научного сообщества продемонстрировала свое превосходство, вместе с тем такая модель университета имела и свои недостатки. Автономия университетов Нового времени формировалась в эпоху, когда создавались государства-нации. В основу формирования университета были заложены идеи немецких философов, которые и начали теоретический анализ понятия «автономия». Анализируется доктрина современной университетской автономии, которая активно обсуждается учеными. Особое внимание уделено анализу характеристикипонятия «автономия» в Законе Украины «О высшем образовании». Рассмотрены современные теоретические подходы к сущности феномена университетской автономии, показано, что университетская автономия рассматриваетсяисследователями в трех плоскостях: академической, политической и финансовой. Приведены основные классификации автономии, дана их характеристика. Различают академическую, процедурную и субстантивную автономию, сущность которой определяют через классификацию этого феномена. Другие исследователи выделяют содержательную, процедурную и организационно-структурную автономию. Исходя из мировой практики деятельности вузов, выделяют либеральную и центристскую модели университетской автономии. В зависимости от характера взаимоотношений с государством и особенностей финансирования выделяют рыночную, директивную и смешанную модели автономии университета. ; The article analyzes the scientific discourse of university autonomy. It is noted that the term «academic autonomy» is considered not only as a symbol of university identity that is closely related to understanding of the nature of university, its place in society, but also as a basic indicator of the development of the European educational and scientific areas as an instrument for the practical solution for the flexible management of academic structures. It is noted that the first university, which was founded in the Middle Ages, arose as an autonomous institution. It is shown that such a form of organization of the scientific community demonstrated its advantages, however, this model of the university had its own disadvantages. The autonomy of the universities of the New Age was formed in an era when nationstates were created. The foundation of the university was based on the ideas of German philosophers, who began the theoretical analysis of the concept of autonomy». The doctrine of modern university autonomy, which is actively discussed by scientists, is analyzed. Particular attention is paid to the analysis of the characteristics of the concept of «autonomy» in Law of Ukraine on Higher Education. The contemporary theoretical approaches to the essence of the phenomenon of university autonomy are considered, and it is shown that university autonomy is considered by researchers in three areas: academic, political and financial. The basic classification of autonomy is given as well as their characteristics are described. Academic, procedural and substantive autonomy are distinguished; the essence of autonomy is defined by the classification of this phenomenon. Other researchers make distinctive meaningful, procedural and organizational-structural autonomy. Based on the world practice of the universities, liberal and centrist models of university autonomy are demarcated. Depending on the nature of the relationship with the state and the peculiarities of financing, market, directive and mixed models of university autonomy are characterized.
The author notes that the main task of vocational training of specialists in the field of academic education is inculcating students with key competencies, including social, communicative, media competences etc. However, competence based on scientific knowledge is set aside in the background. This competence corresponds to the scientific elite nature of German university education and provides training for those professionals who can provide universities with a unique educational product. The modern market of educational services needs this product. However, his production, in the author's opinion, is possible subject to the diversification and preservation of the elitist nature of the German university education. From the 1990s and the 2000s, Germany faced many challenges that could only be resolved through vertical segregation, that is, the diversification of the higher education sector. German society felt the need for transformation through the growth of the pace of expansion of higher education, as well as by increasing global competition between ZWO on a global scale. All louder in the academic community of the Federal Republic of Germany were called for the creation of "elite universities". The publication of international university rankings (ARWU, THE) and the idea of excellence promoted the spread of such sentiment. This raised the question of the vertical differentiation of elite and mass education in the ZOO in the order of the days of discussions in German society. The German academic elite perceived the idea of such differentiation rather ambiguous, as it contradicts the concept of ensuring the equal rights of all citizens to higher education in the academic environment. This attitude towards education significantly distinguishes the German academic circles from their colleagues in France and the United States and is explained by the special way of the historical development of the German universities. In the institutional framework of Germany's higher education system, the type of state-owned research universities with the same ratings and which account for almost 2/3 of all students is clearly overwhelming. Research Universities are those universities that, according to Wilhelm von Humboldt's concept, are guided by the principle of "unity of research and teaching". In Germany, research universities have always played a dominant role in the field of higher elite education. This elite character of university education has survived, despite the expansion of higher education, which lasts and lasts for a long time, meeting the needs of the modern information society. The nature of research universities as research institutions has also been preserved. However, the chronic shortage of funds for education and world trends make politicians look for more basic approaches to the organization of university education and science.Key words: diversification of university education; elitism of the German higher education; educational expansion; international ratings; university hierarchy. ; Автор зазначає, що головним завданням професійної підготовки фахівців з академічною освітою є прищеплення студентам ключових компетенцій, у тому числі соціальних, комунікативних, медійних тощо. Проте на задній план відсувається компетентність, котра ґрунтується на наукових знаннях. Ця компетентність відповідає науковому елітарному характеру німецької університетської освіти і забезпечує підготовку тих спеціалістів, котрі можуть забезпечити вироблення університетами унікального освітнього продукту. Саме цього продукту потребує сучасний ринок освітніх послуг. Проте його продукування, на думку автора, можливо за умови диверсифікації і збереження елітарного характеру німецької університетської освіти.Ключові слова: диверсифікація університетської освіти; елітарність вищої освіти; експансія освіти; міжнародні рейтинги; горизонтальна стратифікація.
To create one area in education it is supposed to compound the systems ofphilologist's preparation in the countries of European Union that save the system anddevelopment of the national identity. While exploring, main universities of Ukraine, Polandand Chez Republic are taken into consideration. The article compares the preparationprocesses of Masters of Philology, future Translation Studies teachers of Slavonic andEuropean languages, who study in classical and high level institutions. The Philologydegree can be taken either in the Philology Department or in the Department of ForeignLanguages in the Lviv National University of I.Franko, the University of T.Shevchenkoand the Mykolaiv Pedagogical University of V. Sukhomlynskyy. In the universities ofPoland philological education is obtained in the institutes of Polish, English, Romanian,German, classical, Mediterranean and Oriental studios of Slovanic Philology, which existas subdivisions of the Philology Department. In the main universities of Chez Republic –Charles University in Prague (KU), Massaryk University, the University of Jan Purkine –the preparation of Master of Philology is conducted in the Philosophy Faculty, where theprograms of preparation the Masters of Philology are made in Language studios accordingto their subdivisions. There are vast varieties of the Masters programs in the HumanitarianFaculty in the West-Chez University (ZČU). In the universities there are as wellpedagogical faculties, where the preparation of Masters of Philology is conducted as aprimary and secondary school teacher.The comparative analysis is made according to peculiarities of the Masters ofPhilology preparation in the educational process in Lviv, Wroclav, Jagellonian universitiesin the context of involving innovational technologies, the competence approach, subjectsubjectrelations in communication as the main demands towards modern universityteacher. The conclusions are made in the result of empiric experiment, which wasconducted in 2014-2015.Key words: Master of Philology, content of education, didactical preparation,professional, competence, competence approach, interactive technology, the pedagogicalpreparation, innovative techniques of the education organizing. ; У статті зроблено спробу порівняти процеси підготовки філологів-магістрів,майбутніх викладачів та перекладачів зі слов'янських та європейських мов, якінавчаються у класичних та профільних вищих навчальних закладах. Для дослідженнябуло обрано провідні заклади України, Польщі, Чехії. З'ясовано, що у провіднихуніверситетах Чехії – Карловім університеті (KU), Університеті Массарика (MU),Університеті Яна Пуркіне – підготовку філолога-магістра сьогодні впроваджують нафілософському факультеті, де розроблено магістерські програми підготовки уМовних студіях як окремих підрозділах. Визначено, що в Західночеськомууніверситеті (ZČU) існує широкий вибір магістерських програм на педагогічномуфакультеті, де відбувається підготовка магістра-філолога як вчителя початкової тасередньої школи, а також на гуманітарному факультеті. Виконано порівняльнийаналіз особливостей навчального процесу підготовки магістрантів філології уЛьвівському, Вроцлавському та Яґеллонському університетах.Ключові слова: магістр філології, зміст навчання, дидактична підготовка,фахівець, компетенція, компетентнісний підхід, інтерактивна технологія, педагогічнапідготовка, інноваційні форми організації навчання.
