Publicatie cu continut integral - Asociatia Tinerilor Istorici din Moldova

necessıtY oF HumanıZatıon oF teacHınG oF puBlıc scıences at tHe unıversıtıes
(on an example of Bologna process introduction in ukraine)
– 1 1 –
Yuliya BOGOYaVlenSKa
european University, zhytomyr, Ukraine
ıntroduction. The association process in Europe and its expansion to the other countries is entailed by general
educational and scientific area’s formation and by unified criteria and standards development in this sphere all
over continent.
In article the main principles of the Bologna process and acknowledgement by the Ukrainian higher education
to them are considered. This research took into account further prospects of integration of our system to the
European educational and scientific area. The necessity of humanization of teaching of public sciences, including
praxeologial knowleges, at the Universities is proved.
task statement: the Bologna process and its main components. The integration processes in science and
education has two structures:
1) European universities leaders’ commonwealth formation under the aegis of the document named Magna
Charta Universitatum1 , and
2) national educational and scientifical systems’ integration to the European area according to the unified requirements,
criteria and standards.
The main aim of this process is consolidation of scientific and educational efforts of the European countries’
society and theirs governments for important increase of the European scientific system and global competitiveness
of higher education; also it must increase the role of this system in public transformations.
The Bologna process had the background: there are development and subscription of the Lisbon Convention of
the Recognition of Qualifications concerning Higher Education in the European Region2 (Lisbon, Portugal, 1997)
by a majority of the European countries’ representatives and of the Sorbonna Declaration3 (Paris, Sorbonna, 1998)
concerning European Higher Education Structure coordination.
The Bologna process itself was begun on June 19, 1999 in Bologna (Italy) by subscripting «The Bologna declaration»
4 by 29 Ministers of Education. This act has coordinated the general requirements, criteria and standards
of national systems of higher education and has agreed the creation of united European educational and scientific
area till 2010. In borders of this area the unified requirements of the educational diplomas recognition, employment
and citizens’ mobility should work; all this must rais the competitiveness of the European educational services
and job markets. Actually, this document stated:
1) acceptance of the general system of comparative educational-qualification levels, in particular through the
Diploma Supplement5 ;
2) the introduction of two-cycles study – by formula «3+2» – in all countries: first, a bachelor cycle can lasts
not less than three years, and second, master’s – not less than two years, and they should be perceived in the European
job market just right as educational and qualificational levels;
3) the credits system creation according to the European system of estimations transfer, including the stationary
studying;
4) assistance to the European cooperation concerning guaranteeing of educational qualification, the comparative
criteria and quality estimation methods development;
5) to push aside all obstacles on ways of the students and teachers mobility in the borders of certain area.
The Bologna process’ next stage was held in Prague on May 19, 2001, where the representatives of the 33
European countries signed Prague communique. The main decisions of this summit was:
1 Болонський процес: документи / Укладачі: З.І. Тимошенко, А.М. Грехов, Ю.А. Гапон, Ю.І. Палеха. – К.: Вид-во Європ. Ун-ту,
2004. – 169 с. – C. 119.
2 Ibidem, 123.
3 Ibidem, 141.
4 Ibidem, 144.
5 Болонський процес: модель структури додатка до диплома / Укладачі: З.І. Тимошенко, О.І. Козаченко, Ю.А. Гапон, Ю.І. Палеха.
– К.: Вид-во Європ. Ун-ту, 2004. – 73 с. – C. 52.
Analele ANTIM. Revistă de istorie, 8, 2008, p. 171-178